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+***The Project Gutenberg Etext of Library Work with Children****
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+Library Work with Children
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+by Alice I. Hazeltine
+
+May, 1997  [Etext #915]
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+
+Library Work with Children
+
+Classics of American Librarianship
+Edited by ARTHUR E. BOSTWICK, Ph.D.
+
+
+
+
+LIBRARY WORK WITH CHILDREN
+
+REPRINTS OF PAPERS AND ADDRESSES
+
+SELECTED AND ANNOTATED BY
+ALICE I. HAZELTINE
+Supervisor of Children's Public Library
+St. Louis, Mo.
+
+
+
+PREFACE
+
+This second volume in the series of Classics of American
+Librarianship is devoted to library work with children.
+As stated in the preface to the first volume, on "Library
+and school," the papers chosen are primarily of historic
+rather than of present-day value, although many of them
+embody principles which govern the practice of today.
+They have been grouped under general headings in order
+to bring more closely together material relating to the
+same or to similar subjects. Several different phases of
+children's work are thus represented, although no attempt
+has been made to make the collection comprehensive.
+
+Book-selection for children has not been included except
+incidentally, since it is expected that this subject will
+be treated in another volume as part of the general subject
+of book-selection. In the same way, material on
+training for library work with children has been reserved
+for a volume on library training.
+
+The present volume is an attempt to bring together in
+accessible form papers representing the growth and tendencies
+of forty years of library work with children.
+                                     ALICE I. HAZELTINE.
+
+
+
+CONTENTS
+
+
+PREFACE
+
+HISTORY AND GENERAL DISCUSSION
+
+Public Libraries and the Young. (U. S. Bureau of Education.
+Public Libraries in the United States, 1876, p. 412)
+WILLIAM ISAAC FLETCHER.
+
+Boys' and Girls' Reading. (Library Journal, 1882, p. 182.)
+CAROLINE MARIA HEWINS.
+
+Reading of the Young. (U.S. Bureau of Education Papers
+prepared for the World's Library Congress held at the
+Columbian Exposition; ed. by M. Dewey, 1896, p. 944.)
+CAROLINE MARIA HEWINS.
+
+How Library Work with Children Has Grown in Hartford
+and Connecticut. (Library Journal, 1914, p. 91.)
+CAROLINE MARIA HEWINS.
+
+A Chapter in Children's Libraries. (Library Journal, 1913,
+p. 20.)
+ALICE M. JORDAN
+
+The Children's Library in New York. (Library Journal,
+1887, p. 185.)
+EMILY S. HANAWAY.
+
+The Work for Children in Free Libraries. (Library Journal,
+1897, p. 679.)
+MARY WRIGHT PLUMMER.
+
+The Growing Tendency to Over-Emphasize the Children's
+Side. (Library Journal, 1908, p. 135.)
+CAROLINE MATTHEWS.
+
+Library Work with Children. (A. L. A. Proceedings, 1911,
+p. 240.)
+HENRY EDUARD LEGLER.
+
+VALUES IN LIBRARY WORK WITH CHILDREN
+
+Library Membership as a Civic Force. (A. L. A. Proceedings,
+1908, P. 372.)
+ANNIE CAROLL MOORE.
+
+The Civic Value of Library Work with Children. (A. L. A.
+Proceedings, 1908, P. 380)
+DR. GRAHAM TAYLOR.
+
+Establishing Relations between the Children's Library and
+Other Civic Agencies. (Library Journal, 1909, P. 195.) 131
+CLARA WELLS HERBERT.
+
+Values in Library Work with Children. (A. L. A. Proceedings,
+1913, P. 275.)
+CLARA WHITEHILL HUNT.
+
+Values in Library Work with Children
+CAROLINE BURNITE.
+
+ADMINISTRATION AND METHODS; REFERENCE
+WORK; DISCIPLINE
+
+The Children's Room and the Children's Librarian. (Public
+Libraries, 1898, P. 417.)
+LINDA ANNE EASTMAN.
+
+Work with Children in the Small Library. (Library Journal,
+1903, P. C53.)
+CLARA WHITEHILL HUNT.
+
+Personal Work with Children. (Public Libraries, 1900,
+P. 191.)
+ROSINA CHARTER GYMER.
+
+The Library and the Children: An Account of the Children's
+Work in the Cleveland Public Library. (Library Journal,
+1898, P. 142.)
+LINDA ANNE EASTMAN.
+
+Picture Bulletins in the Children's Library. (Library Journal,
+1902, P. 191.)
+MARY E. S. ROOT AND ADELAIDE BOWES MALTBY.
+
+How to Interest Mothers in Children's Reading. (Public
+Libraries, 1915, P. 165.)
+MAY GENEVIEVE QUIGLEY.
+
+Reference Work among School Children. (Library Journal,
+1895, P. 121.)
+ABBY LADD SARGENT.
+
+Reference Work with Children. (Library Journal, 1901,
+P. C74.)
+HARRIET HOWARD STANLEY.
+
+Instruction of School Children in the Use of Library
+Catalogs and Reference Books. (Public Libraries, 1899,
+P. 311.)
+ELIZABETH ELLIS.
+
+Elementary Library Instruction. (Public Libraries, 1912,
+P. 260.)
+GILBERT O. WARD.
+
+The Question of Discipline. (Library Journal, 1901, P. 735.)
+LUTIE EUGENIA STEARNS.
+
+Maintaining Order in the Children's Room. (Library
+Journal, 1903, P. 164)
+CLARA WHITEHILL HUNT.
+
+Problems of Discipline. (Wisconsin Library Bulletin, 1908,
+P. 65.)
+MARY EMOGENE HAZELTINE AND HARRIET PRICE SAWYER.
+
+SPECIAL METHODS AND TYPES OF WORK:
+STORY-TELLING; READING CLUBS; HOME
+LIBRARIES, PLAYGROUNDS, ETC.
+
+The Story Hour. (Wisconsin Library Bulletin, 1905, P. 4.)
+EDNA LYMAN SCOTT.
+
+Story-telling in Libraries. (Public Libraries, 1908, P. 349.)
+JOHN COTTON DANA.
+
+Story-telling--A Public Library Method. (Child Conference
+for Research and Welfare, 1909, P. 225.)
+FRANCES JENKINS OLCOTT.
+
+Story-telling as a Library Tool. (Child Conference for
+Research and Welfare, 1909, P. 39.)
+ALICE A. BLANCHARD.
+
+Report of the Committee on Story-Telling. (Playground,
+1910, P. 160.)
+ANNIE CARROLL MOORE.
+
+Reading Clubs for Older Boys and Girls. (Child Conference
+for Research and Welfare, 1909, p. 13)
+CAROLINE MARIA HEWINS.
+
+Library Clubs for Boys and Girls. (Library Journal, 1911,
+p. 251.)
+MARIE HAMMOND MILLIKEN.
+
+Library Reading Clubs for Young People. (Library Journal,
+1912, p 547.)
+ANNA COGSWELL TYLER.
+
+Home Libraries. (International Congress of Charities,
+Correction, and Philanthropy, 1893, Second Section, Report,
+p. 144.)
+CHARLES WESLEY BIRTWELL
+
+Home Libraries. (Library Journal, 1896, p. 60.)
+MARY SALOME FAIRCHILD.
+
+Library Day at the Playgrounds. (Carnegie Library of Pittsburgh.
+Monthly Bulletin, 1901, p. 275.)
+MEREDYTH WOODWARD.
+
+Library Work in Summer Playgrounds. (A. L. A. Proceedings,
+1911, p. 246.)
+GERTRUDE ELIZABETH ANDRUS.
+
+The Selection of Books for Sunday School Libraries and
+Their Introduction to Children. (Library Journal, 1882,
+p. 250.)
+SAMUEL SWETT GREEN.
+
+The Children's Museum in Brooklyn. (Library Journal, 1910,
+p. 149.)
+MIRIAM S. DRAPER.
+
+Work with Children at the Colored Branch of the Louisville
+Free Public Library. (Library Journal, 1910, p. 160.)
+RACHEL D. HARRIS.
+
+The Foreign Child at a St. Louis Branch. (Library Journal,
+191, p. 851)
+JOSEPHINE MARY MCPIKE.
+
+
+
+
+
+
+
+
+LIBRARY WORK WITH CHILDREN
+
+HISTORY AND GENERAL DISCUSSION
+
+
+The history of library work with children is yet to be written.
+From the bequest made to West Cambridge by Dr. Ebenezer Learned,
+of money to purchase "such books as will best promote useful
+knowledge and the Christian virtues" to the present day of
+organized work with children --of the training of children's
+librarians, of cooperative evaluated lists of books, of methods
+of extension-- the development has been gradual, yet with a
+constantly broadening point of view.
+
+A number of libraries have claimed the honor of being the first
+to establish children's work--a fact which in itself seems to
+show that the movement was general rather than sporadic. The
+library periodicals contain many interesting accounts of these
+beginnings, a number of which have been mentioned in the articles
+included in this volume.
+
+Certain personalities stand out very clearly in the history of
+the early days, and many of the same ones are still closely
+associated with children's work in its later developments. The
+Library Journal says editorially in 1914: "Probably the credit of
+the initiative work for children within a public library should
+remain with Mrs. Sanders of the Pawtucket Library, who made the
+small folk welcome a generation ago, when, in most public
+libraries, they were barred out by the rules and regulations and
+frowned away by the librarian."
+
+Three articles from Miss Caroline Hewins's pen have been chosen
+for this collection, the last written thirty-two years later than
+the first. They not only give details of the history of
+children's work, but reflect Miss Hewins's personality and
+opinions.
+
+A paper given by Miss Lutie E. Stearns at the Lake Placid
+Conference of the American Library Association in 1894 has been
+referred to as one of the most important contributions to the
+development of work with children. This paper was printed in the
+first volume of this series, "Library and school" (New York,
+1914).
+
+The leading editorial in The Library Journal for April, 1898,
+says: "Within the past year or two the phrase 'the library and
+the child'--which was itself new not so long ago--has been
+changed about. It is now 'the child and the library,' and the
+transposition is suggestive of the increasing emphasis given to
+that phase of library work that deals with children, either by
+themselves or in connection with their schools."
+
+Mr. Henry E. Legler, in the last paper in this group, traces the
+growth of the "conception of what the duty of society is to the
+child"; claims that the children's library should be one in a
+union of social forces, and asserts that it contributes to the
+building of character, the enlargement of narrow lives, the
+opening of opportunity to all alike.
+
+Thus the modern viewpoint includes the ideals of democracy in
+addition to Dr. Learned's emphasis on "knowledge" and "virtue"
+and probably points the way to the future development of library
+work with children.
+
+
+ PUBLIC LIBRARIES AND THE YOUNG
+
+
+The special report on "Public Libraries in the United States of
+America," published in 1876 by the U. S. Bureau of Education
+includes the following paper by Mr. W. I. Fletcher, in which he
+advocates the removal of age-restriction and emphasizes the
+importance of choosing only those books which "have something
+positively good about them." This and the following eight papers
+give, in some measure, a history of library work with children.
+
+William Isaac Fletcher was born in Burlington, Vermont, April 28,
+1844. He was educated in the Winchester, Mass., schools, and
+received the honorary degree of A.M. from Amherst in 1884. He
+served as librarian of Amherst College from 1883 to 1911, when he
+was made librarian emeritus. Mr. Fletcher was joint editor of
+Poole's Index to Periodical Literature, and editor of the
+continuation from 1882 to 1911; edited the A. L. A. Index to
+general literature in 1893 and 1901; the Cooperative Index to
+periodicals from 1883 to 1911, and in 1895 published his Public
+Libraries in America. He was president of the A. L. A. in
+1891-1892.
+
+
+What shall the public library do for the young, and how? is a
+question of acknowledged importance. The remarkable development
+of "juvenile literature" testifies to the growing importance of
+this portion of the community in the eyes of book producers,
+while the character of much of this literature, which is now
+almost thrust into the hands of youth, is such as to excite grave
+doubts as to its being of any service, intellectual or moral. In
+this state of things the public library is looked to by some with
+hope, by others with fear, according as its management is
+apparently such as to draw young readers away from merely
+frivolous reading, or to make such reading more accessible and
+encourage them in the use of it; hence the importance of a
+judicious administration of the library in this regard.
+
+One of the first questions to be met in arranging a code of rules
+for the government of a public library relates to the age at
+which young persons shall be admitted to its privileges. There is
+no usage on this point which can be called common, but most
+libraries fix a certain age, as twelve or fourteen, below which
+candidates for admission are ineligible. Only a few of the most
+recently established libraries have adopted what seems to be the
+right solution of this question, by making no restriction
+whatever as to age. This course recommends itself as the wisest
+and the most consistent with the idea of the public library on
+many grounds.
+
+In the first place, age is no criterion of mental condition and
+capacity. So varying is the date of the awakening of intellectual
+life, and the rapidity of its progress, that height of stature
+might almost as well be taken for its measure as length of years.
+In every community there are some young minds of peculiar gifts
+and precocious development, as fit to cope with the masterpieces
+of literature at ten years of age, as the average person of
+twenty, and more appreciative of them. From this class come the
+minds which rule the world of mind, and confer the greatest
+benefits on the race. How can the public library do more for the
+intellectual culture of the whole community than by setting
+forward in their careers those who will be the teachers and
+leaders of their generation? In how many of the lives of those
+who have been eminent in literature and science do we find a
+youth almost discouraged because deprived of the means of
+intellectual growth. The lack of appreciation of youthful demands
+for culture is one of the saddest chapters in the history of the
+world's comprehending not the light which comes into it. Our
+public libraries will fail in an important part of their mission
+if they shut out from their treasures minds craving the best, and
+for the best purposes, because, forsooth, the child is too young
+to read good books.
+
+Some will be found to advocate the exclusion of such searchers
+for knowledge on the ground that precocious tastes should be
+repressed in the interests of physical health. But a careful
+investigation of the facts in such cases can hardly fail to
+convince one that in them repression is the last thing that will
+bring about bodily health and vigor. There should doubtless be
+regulation, but nothing will be so likely to conduce to the
+health and physical well being of a person with strong mental
+cravings as the reasonable satisfaction of those cravings. Cases
+can be cited where children, having what seemed to be a premature
+development of mental qualities coupled with weak or even
+diseased bodily constitutions, have rapidly improved in health
+when circumstances have allowed the free exercise of their
+intellectual powers, and have finally attained a maturity
+vigorous alike in body and mind. This is in the nature of a
+digression, but it can do no harm to call attention thus to the
+facts which contradict the common notion that intellectual
+precocity should be discouraged. Nature is the best guide, and it
+is in accordance with all her workings, that when she has in hand
+the production of a giant of intellect, the young Hercules should
+astonish observers by feats of strength even in his cradle. Let
+not the public library, then, be found working against nature by
+establishing, as far as its influence goes, a dead level of
+intellectual attainments for all persons below a certain age.
+
+But there is a much larger class of young persons who ought not
+to be excluded from the library, not because they have decided
+intellectual cravings and are mentally mature, but because they
+have capacities for the cultivation of good tastes, and because
+the cultivation of such tastes cannot be begun too early. There
+is no greater mistake in morals than that often covered by the
+saying, harmless enough literally, "Boys will be boys." This
+saying is used perhaps oftener than for any other purpose to
+justify boys in doing things which are morally not fit for men to
+do, and is thus the expression of that great error that
+immoralities early in life are to be expected and should not be
+severely deprecated. The same misconception of the relations of
+youth to maturity and of nature's great laws of growth and
+development is seen in that common idea that children need not be
+expected to have any literary tastes; that they may well be
+allowed to confine their reading to the frivolous, the merely
+amusing. That this view is an erroneous one thought and
+observation agree in showing. Much like the caution of the mother
+who would not allow her son to bathe in the river till he had
+learned to swim, is that of those who would have youth wait till
+a certain age, when they ought to have good tastes formed, before
+they can be admitted to companionship with the best influences
+for the cultivation of them. Who will presume to set the age at
+which a child may first be stirred with the beginnings of a
+healthy intellectual appetite on getting a taste of the strong
+meat of good literature? This point is one of the first
+importance. No after efforts can accomplish what is done with
+ease early in life in the way of forming habits either mental or
+moral, and if there is any truth in the idea that the public
+library is not merely a storehouse for the supply of the wants of
+the reading public, but also and especially an educational
+institution which shall create wants where they do not exist,
+then the library ought to bring its influences to bear on the
+young as early as possible.
+
+And this is not a question of inducing young persons to read, but
+of directing their reading into right channels. For in these
+times there is little probability that exclusion from the public
+library will prevent their reading. Poor, indeed, in all manner
+of resources, must be the child who cannot now buy, beg, or
+borrow a fair supply of reading of some kind; so that exclusion
+from the library is likely to be a shutting up of the boy or girl
+to dime novels and story papers as the staple of reading.
+Complaints are often made that public libraries foster a taste
+for light reading, especially among the young. Those who make
+this complaint too often fail to perceive that the tastes
+indulged by those who are admitted to the use of the public
+library at the age of twelve or fourteen, are the tastes formed
+in the previous years of exclusion. A slight examination of
+facts, such as can be furnished by any librarian of experience in
+a circulating public library, will show how little force there is
+in this objection.
+
+Nor should it be forgotten, in considering this question, that to
+very many young people youth is the time when they have more
+leisure for reading than any other portion of life is likely to
+furnish. At the age of twelve or fourteen, or even earlier, they
+are set at work to earn their living, and thereafter their
+opportunities for culture are but slight, nor are their
+circumstances such as to encourage them in such a work. We cannot
+begin too early to give them a bent towards culture which shall
+abide by them and raise them above the work-a-day world which
+will demand so large a share of their time and strength. The
+mechanic, the farmer, the man in any walk of life, who has early
+formed good habits of reading, is the one who will magnify his
+calling, and occupy the highest positions in it. And to the
+thousands of young people, in whose homes there is none of the
+atmosphere of culture or of the appliances for it, the public
+library ought to furnish the means of keeping pace intellectually
+with the more favored children of homes where good books abound
+and their subtle influence extends even to those who are too
+young to read and understand them. If it fails to do this it is
+hardly a fit adjunct to our school system, whose aim it is to
+give every man a chance to be the equal of every other man, if he
+can.
+
+It is not claimed that the arguments used in support of an age
+limitation are of no force; but it is believed that they are
+founded on objections to the admission of the young to library
+privileges which are good only as against an indiscriminate and
+not properly regulated admission, and which are not applicable to
+the extension of the use of the library to the young under such
+conditions and restrictions as are required by their peculiar
+circumstances.
+
+For example, the public library ought not to furnish young
+persons with a means of avoiding parental supervision of their
+reading. A regulation making the written consent of the parent a
+prerequisite to the registration of the name of a minor, and the
+continuance of such consent a condition of the continuance of the
+privilege, will take from parents all cause for complaint in this
+regard.
+
+Neither should the library be allowed to stand between pupils in
+school and their studies, as it is often complained that it does.
+To remove this difficulty, the relations of the library to the
+school system should be such that teachers should be able to
+regulate the use of the library by those pupils whose studies are
+evidently interfered with by their miscellaneous reading. The use
+of the library would thus be a stimulus to endeavor on the part
+of pupils who would regard its loss as the probable result of
+lack of diligence in their studies.
+
+Again, it must be understood that to the young, as to all others,
+the library is open only during good behavior. The common idea
+that children and youth are more likely than older persons to
+commit offenses against library discipline is not borne out by
+experience; but were it true, a strict enforcement of rules as to
+fines and penalties would protect the library against loss and
+injury, the fear of suspension from the use of the library as the
+result of carelessness in its use, operating more strongly than
+any other motive to prevent such carelessness.
+
+If there are other objections to the indiscriminate admission of
+the young to the library, they can also be met by such
+regulations as readily suggest themselves, and should not be
+allowed to count as arguments against a judicious and proper
+extension of the benefits of the library to the young.
+
+
+CHOICE OF BOOKS
+
+But when the doors of the public library are thrown open to the
+young, and they are recognized as an important class of its
+patrons, the question comes up, What shall the library furnish to
+this class in order to meet its wants? If the object of the
+library is understood to be simply the supplying of the wants of
+the reading public, and the young are considered as a portion of
+that public, the question is very easily answered by saying, Give
+them what they call for that is not positively injurious in its
+tendency. But if we regard the public library as an educational
+means rather than a mere clubbing arrangement for the economical
+supply of reading, just as the gas company is for the supply of
+artificial light, it becomes of importance, especially with
+reference to the young, who are the most susceptible to educating
+influences, that they should receive from the library that which
+will do them good; and the managers of the library appear not as
+caterers to a master whose will is the rule as to what shall be
+furnished, but rather as the trainers of gymnasts who seek to
+provide that which will be of the greatest service to their men.
+No doubt both these elements enter into a true conception of the
+duty of library managers; but when we are regarding especially
+the young, the latter view comes nearer the truth than the other.
+
+In the first place, among the special requirements of the young
+is this, that the library shall interest and be attractive to
+them. The attitude of some public libraries toward the young and
+the uncultivated seems to say to them, "We cannot encourage you
+in your low state of culture; you must come up to the level of
+appreciating what is really high toned in literature, or we
+cannot help you." The public library being, however, largely if
+not mainly for the benefit of the uncultivated, must, to a large
+extent, come down to the level of this class and meet them on
+common ground. Every library ought to have a large list of good
+juvenile books, a statement which at once raises the question,
+What are good juvenile books? This is one of the vexed questions
+of the literary world, closely allied to the one which has so
+often been mooted in the press and the pulpit, as to the utility
+and propriety of novel reading. But while this question is one on
+which there are great differences of opinion, there are a few
+things which may be said on it without diffidence or the fear of
+successful contradiction. Of this kind is the remark that good
+juvenile books must have something positively good about them.
+They should be not merely amusing or entertaining and harmless,
+but instructive and stimulating to the better nature. Fortunately
+such books are not so rare as they have been. Some of the best
+minds are now being turned to the work of providing them. Within
+a few months such honored names in the world of letters as those
+of Hamerton and Higginson have been added to the list which
+contains those of "Peter Parley," Jacob Abbott, "Walter Aimwell,"
+Elijah Kellogg, Thomas Hughes, and others who have devoted their
+talents, not to the amusement, but to the instruction and culture
+of youth. The names of some of the most popular writers for young
+people in our day are not ranked with those mentioned above, not
+because their productions are positively injurious, but because
+they lack the positively good qualities demanded by our
+definition.
+
+There is a danger to youth in reading some books which are not
+open to the charge of directly injurious tendencies. Many of the
+most popular juveniles, while running over with excellent
+"morals," are unwholesome mental food for the young, for the
+reason that they are essentially untrue. That is, they give false
+views of life, making it consist, if it be worth living, of a
+series of adventures, hair-breadth escapes; encounters with
+tyrannical schoolmasters and unnatural parents; sea voyages in
+which the green hand commands a ship and defeats a mutiny out of
+sheer smartness; rides on runaway locomotives, strokes of good
+luck, and a persistent turning up of things just when they are
+wanted --all of which is calculated in the long run to lead away
+the young imagination and impart discontent with the common lot
+of an uneventful life.
+
+Books of adventure seem to meet a real want in the minds of the
+young, and should not be entirely ruled out; but they cannot be
+included among the books the reading of which should be
+encouraged or greatly extended. In the public library it will be
+found perhaps necessary not to exclude this class of juvenile
+books entirely. Such an exclusion is not here advocated, but it
+is rather urged that they should not form the staple of juvenile
+reading furnished by the library. The better books should be
+duplicated so as to be on hand when called for; these should be
+provided in such numbers merely that they can occasionally be had
+as the "seasoning" to a course of good reading.
+
+But the young patrons of the library ought not to be encouraged
+in confining their reading to juveniles, of no matter how good
+quality. It is the one great evil of this era of juvenile books,
+good and bad, that by supplying mental food in the form fit for
+mere children, they postpone the attainment of a taste for the
+strong meat of real literature; and the public library ought to
+be influential in exalting this real literature and keeping it
+before the people, stemming with it the current of trash which is
+so eagerly welcomed because it is new or because it is
+interesting. When children were driven to read the same books as
+their elders or not to read at all, there were doubtless
+thousands, probably the majority of all, who chose the latter
+alternative, and read but very little in their younger years.
+This class is better off now than then by the greater
+inducements offered them to mental culture in the increased
+facilities provided for it. But there seems to be danger that the
+ease and smoothness of the royal road to knowledge now provided
+in the great array of easy books in all departments will not
+conduce to the formation of such mental growths as resulted from
+the pursuit of knowledge under difficulties. There is doubtless
+more knowledge; but is there as much power and muscle of mind?
+
+However this may be, none can fail to recognize the importance of
+setting young people in the way of reading the best books early
+in life. And as the public library is likely to be the one place
+where the masters of literature can be found, it is essential
+that here they should be put by every available means in
+communication with and under the influence of these masters.
+
+It only remains now to say that, as we have before intimated the
+public library should be viewed as an adjunct of the public
+school system, and to suggest that in one or two ways the school
+may work together with the library in directing the reading of
+the young. There is the matter of themes for the writing of
+compositions; by selecting subjects on which information can be
+had at the library, the teacher can send the pupil to the library
+as a student, and readily put him in communication with, and
+excite his interest in, classes of books to which he has been a
+stranger and indifferent. Again, in the study of the history of
+English literature, a study which, to the credit of our teachers
+be it said, is being rapidly extended, the pupils may be induced
+to take new interest, and gain greatly in point of real culture
+by being referred for illustrative matter to the public library.
+
+
+
+
+BOYS' AND GIRLS' READING
+
+
+This first of a series of yearly reports on "Reading for the
+young" was made by Miss Caroline M. Hewins at the Cincinnati
+Conference of the A. L. A. in 1882. It embodies answers from
+twenty-five librarians to the question, "What are you doing to
+encourage a love of good reading in boys and girls?"
+
+Caroline Maria Hewins was born in Roxbury, Mass., October 10,
+1846. She attended high school in Boston; received her library
+training in the Boston Athenaeum; taught in private schools for
+several years, and took a year's special course in Boston
+University. In 1911 she received an honorary degree of M.A. from
+Trinity College, Hartford. She has been librarian in Hartford,
+Conn., for many years, from 1875 to 1892 in the Hartford Library
+Association, since that time in the Hartford Public Library. She
+has done editorial work for various magazines and has contributed
+many articles to the library periodicals. Her list of "Books for
+boys and girls," of which the third edition was published in
+1915, represents the result of many years' thoughtful and
+appreciative study of children's literature. Library work with
+children owes to Miss Hewins a debt of gratitude for her unusual
+contribution to the establishment of high standards, the
+development of a broad vision, and the maintenance of a
+wholesome, sympathetic, but not sentimental point of view.
+
+
+About the first of March I sent cards to the librarians of
+twenty-five of the leading libraries of the country, asking,
+"What are you doing to encourage a love of good reading in boys
+and girls?" and soon after published a notice in the New York
+Evening Post and Nation, saying that statements from librarians
+and teachers concerning their work in the same direction would be
+gladly received The cards brought, in almost every case, full
+answers; the newspaper notice has produced few results.
+
+The printed report of the Thomas Crane Public Library, Quincy,
+Mass., says: "The trustees have recently made a special effort to
+encourage the use of the library in connection with the course of
+teaching in the public schools. Under a rule adopted two years
+ago the teachers of certain grades of schools are in the practice
+of borrowing a number of those volumes they consider best adapted
+to the use of their scholars, and keeping them in constant
+circulation among them. During the year two lists of books for
+the use of the children in the public schools were printed under
+the direction of the trustees. One of these lists contained works
+in juvenile fiction; the other, biographies, histories, and books
+of a more instructive character. All the works included were
+selected by the trustees as being such as they would put in the
+hands of their own children. The lists thus prepared were then
+given to the teachers of the schools for gratuitous circulation
+among their scholars."
+
+Mr. Green, of the Worcester, Mass., Free Public Library, writes:
+"The close connection which exists between the library and the
+schools is doing much to elevate the character of the reading of
+the boys and girls. Many books are used for collateral reading,
+others to supplement the instruction of text-books in geography
+and history, others still in the employment of leisure hours in
+school. Boys and girls are led to read good books and come to the
+library for similar ones. Lists of good books are kept in the
+librarian's room, and are much used by teachers and pupils."
+
+Mr. Upton, of the Peabody Library, Peabody, Mass., gives as his
+opinion: "If teachers did their duty, librarians would not be
+troubled as to good reading. My experience of about thirty- five
+or forty years as a public grammar-school teacher is, that
+teachers can control, to a great extent, the reading of their
+pupils, and also that, as a class, teachers are not GREAT
+readers. We should have little trouble in changing to some degree
+our circulation, but our thirteen-foot shelves and long ladders
+prevent the employment of the best help. We print bulletins and
+assist all who ask aid."
+
+Miss Bean, of the Public Library, Brookline, Mass., says: "I have
+no statistics of results relative to my school finding-list. Its
+influence is quietly but steadily making itself felt. The
+teachers tell me that many of the pupils use no other catalogue
+in selecting books from the library, and I know there are many
+families where the children are restricted to its use. We keep
+two or three interleaved and posted with the newest books when I
+think them desirable. Several of the teachers have told me
+personally that they had found the list useful to themselves; but
+teachers are mortal and human. Many of them think duty done when
+the day's session is over, and the matter of outside reading with
+their pupils is of little moment to them. I want to get out a
+revised list, with useful notes."
+
+Mr. Rice, of the City Library, Springfield, Mass., writes: "We
+have a manuscript catalogue of the best and most popular books
+for boys and girls. We call attention to the best books as we
+have opportunity when the young people visit the library. We
+endeavor to influence the teachers in our public schools to aid
+us in directing the attention of boys and girls to the best
+juveniles, and such other books as they can appreciate."
+
+Mr. Arnold, of the Public Library, Taunton, Mass., says: "What I
+am doing is to indicate in the margin of my catalogues the works
+which are adapted to the taste and comprehension of young people,
+so that not only their own attention may be diverted from the
+fiction department, but that their parents and teachers may
+easily furnish them with proper lists. We aim at excluding from
+the library books of a sensational character, as well as those
+positively objectionable on the score of morality."
+
+Miss James, librarian of the Free Library, Newton, Mass., in
+speaking of the catalogue, without notes, of children's books,
+published by that library in 1878, and given to the pupils of the
+public schools, says: "I do not think that catalogue ever
+influenced a dozen children. We have just completed a very full
+card-catalogue which the children use a great deal in connection
+with their studies. Eleven hundred zinc headings are a great
+help. I frequently speak to the children to get acquainted with
+them, so they are quite free to ask for help. Our local paper has
+offered me half a column a week for titles and notices. I shall,
+of course, notice children's books as well as others." Mr.
+Peirce, the superintendent, says in his last report: "It is only
+from homes where the intellectual and moral character of
+childhood is neglected, as a rule, that the library with us is
+in any wise abused by the over-crowding of the mind with novels.
+In many of even these cases kind and wise restraint can be, and
+is, exercised by the librarian."
+
+Mr. Cummings, curator of the Lower Hall card-catalogue of the
+Boston Public Library, and Miss Jenkins, assistant librarian in
+the same place, have kindly sent me the manuscripts of their
+forthcoming reports to the trustees. These reports are wholly on
+the methods and results of their personal intercourse with
+readers, and the increase in special reading during the last few
+years. Concerning boys and girls Mr. Cummings writes: "I must not
+forget the juvenile readers, school-boys and school- girls, and
+the children from the stores and offices about town. These latter
+are smart, bright, active little bodies, often more in earnest
+than their more fortunate fellows of the same age. They are an
+object of special solicitude and care. The school children come
+for points in reading for their compositions and for parallel
+reading with their lessons in school; and such books are
+suggested as may be found useful. The two most available
+faculties in children to work upon are the heart and the
+imagination. Get a hold on their affections by encouraging words
+and manifesting a readiness to help them, and you command their
+devotion and confidence. Give them interesting books (Optic and
+Alger, if needs be), and you fix their attention. Above all, let
+the book be interesting; for the attention is never fixed by, nor
+does the memory ever retain, what is laborious to read. But, once
+assured of their devotion, with their confidence secured and
+their attention fixed, there is nothing to prevent the work of
+direction succeeding admirably with them."
+
+Miss Jenkins says: "The use of the library by the young people is
+increasing every year. The change in the character of children's
+books has been a great help to us, fairly crowding out many of
+the trashy stories so long the favorite reading. One of the first
+things that attracted my attention was their perseverance in
+seeking certain authors, and their continual exchange of books. I
+soon found their difficulties with the catalogue. They read only
+stories, and wanted those full of incident and excitement; when
+their favorite author failed, they sought for something else that
+sounded right in the catalogue, or sometimes wrote only the
+numbers without much reference to the titles, trusting, I
+suppose, to luck. Not liking the looks of the books they would
+return them. A steady recurrence of this made it a nuisance.
+
+One of my first steps was to join one of the many groups around
+the room, and look over with them, suggest this author, or this,
+that, and the other book, until they were furnished with a list
+of books fairly suited to their age, and then, suggesting that
+the list should be kept for future reference, pass on to another
+group. This is now a general practice, and seems to suit the
+little folks; if, after several applications, they are
+unsuccessful, it is my custom to get them a book. My young people
+began to ask me to help their friends, also to help others
+themselves; so gradually the bright faces of my boy and girl
+friends have grown familiar, and as they gain confidence in me we
+strike out into other paths, and many bright, readable books,
+historical or containing bits of geography or elementary science,
+have been read. It so happened that many of my young friends grew
+quite confidential, and told me about their school and lessons.
+It was not very difficult to induce them to read some things
+bearing upon their studies; these books were shown to their
+teachers, and many were ready to cooperate at once; this led to
+an acquaintance with several, and the teachers' plan of study
+became a basis of selection for reading in history, biography,
+travel, and natural science. From books suited to their capacity
+much effective work has been done. Several classes have studied
+English history, and their reading has been made supplementary
+from the topics. Later, when a list of notable persons was given
+to them, they showed the effect of their reading by giving very
+good short sketches of these persons. American history--colonial,
+revolutionary, administrations, civil war, reconstruction--has
+been treated similarly, and the teachers are much gratified at
+the result. We find that these boys do not fall back to trashy
+reading, but ask for better reading in place of their old
+favorites.
+
+Several girls of the high school have sought assistance in their
+various studies, especially in Greek and Roman history, and have
+read, in connection with the histories recommended, novels and
+some interesting travels, and have spent much time over
+engravings and photographs illustrative of their reading. Two of
+these girls, having asked me for a novel, meaning something like
+their former reading, I made tests by giving them exactly what
+they asked for. Very soon both books were returned, with the
+remark, 'I couldn't read it.' In a little talk that ensued, and
+in which I drew from them a criticism of their reading, it dawned
+upon them that they had developed, or grown, as they said. I
+could go on giving instances of this gradual development in
+individual cases, and of its influence upon others to whom these
+readers recommended what they had read, the increased call for
+the better books of fiction, biography, history, travel,
+miscellany, and science. In four years' work books of sensational
+incident, so long popular, have lost much of their charm. They
+have been crowded out by better books and personal interests in
+the young people themselves."
+
+Mr. Foster of the Public Library, Providence, R. I., has sent an
+account in detail of his work among pupils and teachers, which
+may be thus condensed: Soon after the opening of the library, in
+1878, he held a conference with the grammar-school masters of the
+city, and through them met the other teachers. He printed for the
+use of pupils a list of suggestions, some of the most important
+of which were summed up in the following words: "Begin by basing
+your reading on your school text-books;" "Learn the proper use of
+reference-books;" "Use imaginative literature, but not
+immoderately;" "Do not try to cover too much ground;" "Do not
+hesitate to ask for assistance and suggestions at the library;"
+"See that you make your reading a definite gain to you in some
+direction."
+
+Mr. Foster soon gained influence among the teachers by personally
+addressing them, and began to publish annotated lists of books
+for young readers. A reading hour was established in the public
+schools, and pupils learned to give in their own language the
+substance of books which they had read. Mr. Foster says: "Our
+plans were by no means limited to the public schools, but
+included Brown University, the Rhode Island State Normal School,
+the Commercial College, the private schools for girls, and the
+two private boys' schools preparatory for college, one of which
+has ten teachers and some two hundred and fifty pupils. One
+morning I met the boys of this school in their chapel, and gave
+them a twenty minutes' talk on reading, particularly on the
+question how to direct one's current reading, as of newspapers,
+into some channel of permanent interest and value. Since my
+address before the teachers of the State (published in the papers
+and proceedings of the Rhode Island Institute of Instruction for
+1880) we have had many calls for assistance from outside the
+city, from teachers in the high schools and grammar schools of
+other places. In 1878 I began the preparation of a bulletin of
+new books, issued quarterly by the State Board of Education, and
+there have been several instances of a series of references in
+connection with school-work. In July, 1880, I sent to the
+different teachers a series of suggestions about the reading of
+their pupils, covering such points as preserving a record of the
+books read, books not being read and returned at too frequent
+intervals, and the inspection of these matters by the teacher, or
+rather establishing communication between the teacher and pupil
+so that these things shall be talked over." Finding-lists have
+been checked for the schools, appeals have been made by Mr.
+Foster in public addresses for supervision of children's reading
+by teachers and parents, and duplicate copies of books have been
+placed in the library for school use. In conclusion, Mr. Foster
+adds: "There has been a gradual and steady advance in methods of
+cooperation and mutual understanding, so that now it is a
+perfectly understood thing, throughout the schools, among
+teachers and pupils, that the library stands ready to help them
+at almost every point."
+
+Mrs. Sanders, of the Free Public Library, Pawtucket, R. I.,
+writes: "I am circulating by the thousand Rev. Washington
+Gladden's 'How and What to Read,' published as a circular by the
+State Board of Education of Rhode Island. I am constantly
+encouraging the children to come to me for assistance, which they
+are very ready to do; and I find that after boys have had either
+a small or a full dose of Alger (we do not admit 'Optic'), they
+are very ready to be promoted to something more substantial--
+Knox, Butterworth, Coffin, Sparks, or Abbott. I find more
+satisfaction in directing the minds of boys than girls, for
+though I may and generally do succeed in interesting them in the
+very best of fiction, it is much more difficult to draw them into
+other channels, unless it is poetry. I should like very much to
+know if this is the experience of other librarians. My aim is
+first to interest girls or boys according to their ability to
+enjoy or appreciate, and gradually to develop whatever taste is
+the most prominent. For instance, I put on the shelves all
+mechanical books for boys; works upon adornments for
+homes--painting, drawing, music, aids to little housekeepers,
+etc., for the girls."
+
+Mr. Fletcher, of the Watkinson Library, Hartford, Conn., says, in
+a recent address on the public library question in its moral and
+religious aspect: "Many of our public libraries beg the whole
+question, so far as it refers to the youngest readers, by
+excluding them from the use of books. A limit of fourteen or
+sixteen years is fixed, below which they are not admitted to the
+library as its patrons. But, in some of those more recently
+established, the wiser course has been adopted of fixing no such
+limitation. For, in these times, there is little probability that
+exclusion from the library will prevent their reading. Poor,
+indeed, in resources must be the child who cannot now buy, beg,
+or borrow a fair supply of reading of some kind; so that
+exclusion from the library is simply a shutting up of the boy or
+girl to the resources of the home and the book-shop or newspaper.
+A slight examination of the literature found in a majority of
+homes and most prominent in the shops is enough to show what this
+means, and to explain the fact, that the young persons first
+admitted to the public library at fourteen years of age come to
+it with a well-developed taste for trash and a good acquaintance
+with the names of authors in that department of literature, but
+with apparently little capacity left for culture in higher
+directions."
+
+Mr. Winchester, of the Russell Free Library, Middletown, Conn.,
+said in his report, last January: "A departure from the ordinary
+rules governing the use of the library has been made in favor of
+the teachers in the city schools, allowing a teacher to take to
+the school, a number of books upon any topic which may be the
+subject of study for the class for the time, and to retain them
+beyond the time regularly allowed." In a letter three months
+later he writes, "I cannot trace directly to this arrangement any
+change in the reading of young folks. We have taken a good deal
+of pains to get good books for the younger readers, and I make it
+a point to assist them whenever I can. I feel quite sure that, if
+trash is shut out of the library and withheld from young readers,
+and, if good and interesting books are offered to them, they will
+soon learn not to care for the trash."
+
+Mr. Bassett, of the Bronson Library, Waterbury, Conn., says in
+his printed report: "The librarian can do a little towards
+leading young book-borrowers towards the selection of proper
+books, but it does not amount to much unless his efforts are
+seconded by parents and teachers. It is of little use, I fear, to
+appeal to parents to look after their children's reading. It is
+possible that they do not know that, in not a few cases, boys and
+girls from eight to sixteen years of age, even while attending
+school, draw from three to six volumes a week to read, and often
+come for two volumes a day. That they fail to realize the effects
+of so much reading on their children's minds is evident when we
+hear them say, and with no little pride, too, 'Our children are
+great readers; they read all the time.' Such parents ought to
+know that instead of turning out to be prodigies of learning,
+these library gluttons are far more likely to become prodigious
+idiots, and that teachers find them, as a rule, the poorest
+scholars and the worst thinkers." He adds an appeal to teachers:
+"Give out questions that demand research, and send out pupils to
+the library for information if necessary, and be assured that a
+true librarian enjoys nothing so much as a search, with an
+earnest seeker, after truths that are hidden away in his books.
+Do not hesitate even to ask questions that you cannot answer, and
+rely upon your pupils to answer them, and to give authorities,
+and do not be ashamed to learn of your pupils. Work with them as
+well as for them. But, whatever else you do, do not waste your
+time in urging your pupils to stop story-reading and to devote
+their time to good books. A parent can command this, you cannot;
+but you can make the use of good books, and the acquisition of
+knowledge not found in books, attractive and even necessary, and
+your ability to do this determines your real value as a teacher.
+Your work is to change your earth-loving moles into eagle-eyed
+and intelligent observers of all that is on, in, above, and under
+the earth." Mr. Bassett writes that as a result of this appeal
+there was in November, December, January, and February, an
+increase of nineteen (19) per cent in the circulation of general
+literature, science, history, travel, and biography, and a
+decrease in juveniles of ten (10) per cent for January and
+February, 1882, as compared with the same months of 1881, For the
+first nineteen days of March the increase of the classes
+first-named was thirty-seven (37) per cent over last year, and
+the decrease in juvenile fiction twenty-seven (27) per cent. He
+ends his letter: "As a school officer and acting school visitor,
+I find that those teachers whose education is not limited to
+textbooks, and who are able to guide their pupils to full and
+accurate knowledge of subjects of study, are not only the best,
+but the only ones worth having."
+
+Mr. Rogers, of the Fletcher Free Library, Burlington, Vermont,
+says: "I have withdrawn permanently all of Alger, Fosdick,
+Thomes, and Oliver Optic. I have for some time past been making
+the teachers in the primary schools my assistants without pay. I
+give them packages of books to circulate among their respective
+schools. Very good results have been obtained. The Police Gazette
+and other vile weeklies have been discarded for books from the
+Fletcher Library. Most of the young folks are not old enough to
+draw at the library themselves, and this method has to be used,
+as in many instances the parents will not or cannot draw books
+for their children. Each teacher has a copy of Mr. Smart's
+excellent book, 'Reading for Young People.' Such books as are in
+our collection are designated in their copies."
+
+The New York Free Circulating Library is quietly doing good by
+the establishment of carefully selected branch libraries in the
+poorest and most thickly settled parts of the city In the words
+of the last report: "The librarian has been constantly instructed
+to aid all readers in search of information, however trivial may
+be the subject, and, while the readers are to have free scope in
+their choice of books, librarians have attempted, when they
+properly could do so, free from seeming officiousness, to suggest
+books of the best character, and induce the cultivation of a good
+literary taste." Miss Coe, the librarian, adds, "Boys will read
+the best books, if they can get them."
+
+Mr. Schwartz, of the Apprentices' Library, New York, says: "We
+are always ready and willing to direct and advise in special
+cases, but have not as yet been able to come across any general
+plan that seemed to us to promise success. The term 'good
+reading' is relative, and must vary according to the taste of
+each reader, and it is just this variety of standards that seems
+to present an unsurmountable obstacle to any general and
+comprehensive system of suggestions."
+
+Miss Bullard, of the Seymour Library, Auburn, N. Y., reports a
+decrease in fiction from sixty-five (65) to fifty-eight (58) per
+cent in the last five years. She says: "I have endeavored, year
+by year, to gain the confidence of the younger portion of our
+subscribers in my ability to always furnish them with interesting
+reading, and have thus been able to turn them from the domain of
+fiction into the more useful fields of literature. Another
+noticeable and encouraging feature of the library is the
+increasing use made of it by pupils in the high school in
+connection with school-work."
+
+Mr. Larned, of the Young Men's Library of Buffalo, N. Y., writes:
+"I think the little catalogue is doing a great deal of good among
+our young readers and among parents and teachers. We exert what
+personal influence we can in the library, but there are no other
+special measures that we employ." The catalogue, a carefully
+chosen list of books for young readers, with stars placed against
+those specially recommended, includes, besides books mentioned in
+other letters, the Boy's Froissart and King Arthur, Miss Tuckey's
+Joan of Arc, Le Liefde's Great Dutch Admirals, Eggleston's Famous
+American Indians, Bryan's History of the United States, Verne's
+Exploration of the World, Du Chaillu's books, What Mr. Darwin
+Saw, Science Primers, Faraday's Chemical History of a Candle,
+Smiles's Biographies, Clodd's Childhood of the World, Viollet Le
+Duc's Learning to Draw, Dana's Household Book of Poetry, Uncle
+Remus, Sir Roger de Coverley, several pages on out and in door
+games, hunting and fishing, with plenty of myths and fairy tales,
+an annotated selection of historical novels, and a short list of
+good stories.
+
+The Friends' Free Library, Germantown, Pa., still excludes all
+fiction except a few carefully chosen stories for children. The
+report of the committee says: "Our example has been serviceable
+in stimulating some other library committees and communities to
+use more discrimination in their selection of books than may have
+been the case with them in the past. From our own precious
+children we would fain keep away the threatening contamination,
+if in our power to do so, the divine law of love to our neighbor
+thence instructs us to use the opportunity to put far away the
+evil from him also." The representatives of the religious Society
+of Friends for Pennsylvania, New Jersey, and Delaware, have
+published during the year a protest against demoralizing
+literature and art, taking the ground that the national standard
+of moral purity is lowered, and the sanctity of marriage
+weakened, by most of the books, pictures, and theatrical
+exhibitions of to-day.
+
+The current report of the Cincinnati public schools gives a full
+account of the celebrations of authors' birthdays in the last two
+years, and the superintendent, the Hon. John B. Peaslee, LL.D.,
+in an address on moral and literary training in school, urges
+that the custom, so successfully begun, shall be kept up, and
+that children in all grades of schools shall be required to learn
+every week a few lines of good poetry, instead of choosing for
+themselves either verse or prose for declamation. Mr. Merrill
+asks in his last report for coooperation between the school and
+the library, and says in a letter: "I read a paper some time ago
+which was published in a teachers' magazine, and have addressed
+our Cincinnati teachers. We purchased a number of the catalogues
+of the Young Men's Library of Buffalo, and have written in our
+corresponding shelf numbers. A few of our teachers have also
+obtained these catalogues. I judge that the children are
+beginning to take out better books than formerly. The celebration
+of authors' days in the schools has been very beneficial in
+making the children acquainted with some of the best literature
+in the libraries as well as with the use of books of reference."
+
+Miss Stevens, of the Public Library, Toledo, Ohio, says: "We are
+fond of children, and suggest to them books that they will like.
+Give a popular boy a good book, and there is not much rest for
+that book. Librarians should like children."
+
+Mr. Poole, of the Chicago Public Library, writes: "I have met the
+principals of the schools, and have addressed them on their
+duties in regulating the reading of their pupils, and advising
+their pupils as to what to read and how to read. My talk has
+awakened some interest in the teachers, and a committee has been
+appointed to consider what can be done about it."
+
+Mr. Carnes, of the Odd Fellows' Library Association, San
+Francisco, fires this shot in his report: "Even the child knows
+that forbidden fruit is the sweetest on the branch. If you wish
+to compel a boy to read a given book, strictly forbid him even to
+take it from the shelves. The tabooed books will somehow be
+secured in spite of their withdrawal."
+
+Mr. Metcalf, of the Wells School, Boston, who told at the
+conference of 1879 of his work in encouraging a love for good,
+careful, and critical reading, writes: "My girls have bought
+Scott's Talisman, and we have read it together. I have now sent
+in a request for forty copies of Ivanhoe. My second class have
+read, on the same plan, this year, Mrs. Whitney's We Girls, and
+the third class have finished Towle's Pizarro, and are now
+reading Leslie Goldthwaite. The City Council refused, last year,
+to appropriate the $1,000 asked for. When we have the means, all
+our grammar and high school masters will be able to order from
+the library such books as are suited to their classes. This plan
+introduces the children to a kind of reading somewhat better than
+would otherwise reach them, and, best of all, it gives them great
+facility in expression."
+
+Hartford, which has now no free circulating library, but hopes
+for one within two years, still keeps the old district system of
+schools, and several of these schools have a library fund. Mr.
+Barrows, principal of the Brown School, writes: "Our library
+contains the usual school reference-books. Recently we have added
+quite a number of books especially adapted to interest and
+instruct children, such as The Boy Travellers, Miss Yonge's
+Histories, Butterworth's Zigzag Journeys, Forbes's Fairy
+Geography, etc. The children are not permitted to take these
+books away from the building. Pupils are invited to bring such
+additional facts in geography, or history, as they may obtain by
+reading. Topics are assigned. Should spices be the topic, one
+pupil would read up concerning cloves; another nutmeg, etc.
+Again, pupils are allowed to make their own selections, and
+invited to give, at a specified time, any facts in geography,
+history, natural science, manufactures, inventions, etc. For
+this extra work extra credits are given. Our object is to cause
+pupils to realize the conscious and abiding pleasure that comes
+by instructive reading; to encourage such as have not been
+readers to read, and to influence such as have been readers of
+trash to become readers of profitable books. The result, so far,
+is very encouraging. Many have become enthusiastic readers, and
+can give more facts and information thus obtained than we have
+time to hear. As the Christmas holidays approached, many
+signified a desire that their presents might be books, such as we
+have in our library; for they do not have time at school to
+exhaust the reading of these books, and consequently do not lose
+their interest."
+
+Within the last few months Mr. Northrop, Secretary of the Board
+of Education of Connecticut, has distributed in the high schools
+and upper classes of the grammar schools of the State, blanks to
+be filled by the pupils with the kind of reading that they like
+best, and the names of their favorite authors. Several hundred of
+these circulars were destroyed when the Hartford High School was
+burned last winter. The publication of a list of books suitable
+for boys and girls has been delayed, but Mr. Holbrook, of the
+Morgan School, Clinton, Conn., who prepared the list, writes
+concerning his work in school: "I have the practical disbursement
+of three or four hundred dollars a year for books. In the high
+school, in my walks at recess among the pupils, I inquire into
+their reading, try to arouse some enthusiasm, and then, when the
+iron is hot, I make the proposition that if they will promise to
+read nothing but what I give them I will make out a schedule for
+them. A pupil spending one hour, even less, a day, religiously
+observing the time, will, in five years, have read every book
+that should be read in the library. Those who agree to the above
+proposition I immediately start on the Epochs of History, turning
+aside at proper times to read some historical novel. When that is
+done I give them Motley, then Dickens, or Prescott, or Macaulay,
+Hawthorne, Thackeray, Don Quixote. Cooper I depend on as a lure
+for younger readers. When they have read about enough (in my
+opinion), I invite them to go a little higher. Whenever they come
+to the office and look helplessly about, I immediately jump up
+from my work, and, solving the personal equation, pick out two or
+three books which I think adapted first to interest, and then
+instruct. I try to welcome their appearance, assuring them that
+the books are to be read, urging the older ones to read carefully
+and with thought. Some I benefit; others are too firmly wedded to
+their idols, Mrs. Holmes and Southworth. Finally, it is my aim to
+send them away from school with their eyes opened to the fact
+that they have, the majority, been reading to no purpose; that
+there are better, higher, and nobler books than they ever dreamed
+of. Of course I don't always accomplish this; but he who aims at
+the sun will go higher than one aiming at the top of the barn."
+
+A commission of sixteen ladies was appointed last year, by the
+Connecticut Congregational Club, to select and print a catalogue
+of books for Sunday Schools. During the year it has examined one
+hundred and eighty-four, almost all reprints of well-known books,
+and has selected one hundred. At least one annotated
+Sunday-School catalogue was prepared before the appointment of
+the commission, directing the attention of children to such books
+as Tom Brown's School Days and Higginson's Young Folks' Book of
+American Explorers, and of older readers to Stanley's Jewish
+Church, Martineau's Household Education, Robertson's Sermons,
+Sister Dora, Hypatia, Charles Kingsley's Life, and Atkinson's
+Right Use of Books.
+
+The conclusions to which these opinions, from libraries and
+schools in ten different States, lead us, are these: 1. The
+number of fathers and mothers who directly supervise their
+children's reading, limiting their number of library books to
+those which they themselves have read, and requiring a verbal or
+written account of each before another is taken, is small.
+
+2. The number of teachers who read and appreciate the best books,
+or take pains to search in libraries for those which illustrate
+lessons, or are good outside reading for the pupils, is also
+small.
+
+3. The high schools, normal schools, and colleges are every year
+sending out young men and women with little knowledge of books
+except text-books and poor novels.
+
+4. In towns and cities with free libraries, much may be and has
+been done by establishing direct communication between libraries
+and schools, making schools branch libraries.
+
+5. This can be done only by insisting that teachers in such towns
+and cities shall know something of literature, and by refusing to
+grant certificates to teachers who, in the course of an hour's
+talk, do not show themselves well enough informed to guide
+children to a love of good books. The classes now reading under
+Mr. Metcalf's direction in Boston, or celebrating authors' days
+and the founding of their own state in Cincinnati, will be, in a
+few years, the teachers, the fathers, or the mothers of a new
+generation, and the result of their reading may be expected to
+appear in the awakened intelligence of their pupils and children.
+
+6. Daily newspapers may be used with advantage in schools to
+encourage children to read on current events and to verify
+references.
+
+7. Direct personal intercourse of librarians and assistants with
+children is the surest way of gaining influence over them. Miss
+Stevens, of Toledo, has put the secret of the whole matter, so
+far as we are concerned, into four words: "Librarians should like
+children." It may be added that a librarian or assistant in
+charge of circulation should never be too busy to talk with
+children and find out what they need. Bibliography and learning
+of all kinds have their places in a library; but the counter
+where children go needs no abstracted scholar, absorbed in first
+editions or black-letter, but a winsome friend, to meet them more
+than halfway, patiently answer their questions, "and by slow
+degrees subdue them to the useful and the good."
+
+
+ READING OF THE YOUNG
+
+
+Miss Hewins made a later report on the same subject [see the
+previous article] in a paper presented before the World's Library
+Congress in 1893. In this paper, given below, she has summarized
+several of the early yearly reports made at the meetings of the
+A. L. A., all of which are of great interest as a record of the
+work of various libraries.
+
+In the Government report on libraries, 1876, the relation of
+public libraries and the young was treated by Mr. W. I. Fletcher,
+who discussed age-restrictions, direction of reading, choice of
+books, and incidentally the relation of libraries to schools,
+referring to librarians and trustees as "the trainers of gymnasts
+who seek to provide that which will be of greatest service to
+their men." The report was suggestive, and called for several
+radical changes in the usual management of libraries. No
+statistics were given, for none had been called for, and the
+number of libraries which were working in the modern spirit was
+not large. Mr. Green, in his paper at the Philadelphia
+conference of 1876 (L. j. 1: 74), gave some suggestions as to how
+to teach school boys and girls the use of books, and in one or
+two of the discussions the influence of a librarian on young
+readers was noticed, but the American Library Association did not
+give much time to the subject till the Boston conference of 1879,
+when a whole session was devoted to schools, libraries, and
+fiction (L. j. 4:319), the general expression of opinion being
+similar to the formula expressed in the paper by Miss Mary A.
+Bean, "Lessen the quantity and improve the quality." In 1881, Mr.
+J. N. Larned, of the Buffalo Young Men's Library, issued his
+pamphlet, "Books for young readers." The report on "Boys' and
+girls' reading" which I had the honor of making at the Cincinnati
+conference of 1882 has answers from some 25 librarians to the
+question "What are you doing to encourage a love of good reading
+in boys and girls?" (L. j. 7:182.) Several speak of special
+catalogs or bulletins, most of personal interest in and
+friendship with young readers. One writes, "Give a popular boy a
+good book, and there is not much rest for that book. Librarians
+should like children." It was in 1883 that, by the suggestion and
+advice of our lamented friend, Frederick Leypoldt, I published a
+little classified pamphlet, "Books for the young." In January of
+the same year the Library Journal began a department of
+"Literature for the young," which was transferred at the end of
+the year to the Publishers' Weekly, where it still remains. The
+report on the subject, made for the Buffalo conference by Miss
+Bean, is on the same lines as the former one, with the addition
+of the experience of some smaller libraries. She says, "I believe
+the Lynn library has hit a fundamental truth, and applied the
+sovereign remedy, so far as the question concerns public
+libraries, in its 'one-book-a-week' rule for pupils of the
+schools."
+
+Miss Hannah P. James's report at the Lake George conference in
+1885 (L. j. 10:278) sums up the information received from 75
+sources in some suggestions for work in connection with school
+and home, suggesting the publication of book lists in local
+papers, supervision of children's reading if authority is given
+by parents, and the limitation of school children's book to one
+or two a week. At the St. Louis conference of 1889 Miss Mary
+Sargent reported on "Reading for the young" (L. j. 14:226), One
+librarian fears that lists of books prepared for boys and girls
+will soon become lists to be avoided by them, on account of young
+people's jealous suspicion of undue influence. Sargent's
+"Reading for the young" was published just after the White
+Mountain conference of 1890, and the subject was not discussed in
+San Francisco in 1891 or at Lakewood in 1892 except in relation
+to schools.
+
+The Ladies' Commission on Sunday school books is at least five
+years older than the American Library Association. It has done
+good service in printing lists of books specially adapted to
+Unitarian Sunday schools, others unfitted for them only by a few
+doctrinal pages or sentences, and a third class recommended as
+household friends on account of their interests, literary value,
+and good tone. The Church Library Association stands in the same
+relation to Episcopal Sunday schools, recommending in yearly
+pamphlets:
+
+1. Books bearing directly on church life, history, and doctrine.
+
+2. Books recommended, but not distinctly church books.
+
+The Connecticut Ladies' Commission has, at the request of the
+Connecticut Congregational Club, published since 1881 several
+carefully chosen and annotated lists.
+
+The National Young Folks' Reading Circle, the Chautauqua Young
+Folks' Reading Union, and the Columbian Reading Union, the latter
+a Catholic society, the others undenominational, have published
+good lists for young readers. The Catholic Church also recommends
+many recent stories for children which have no reference to
+doctrines or differences in belief.
+
+One hundred and fifty-two out of 160 libraries have answered the
+following questions:
+
+1. Are your children's books kept by themselves?
+
+2. Are they classified, and how?
+
+3. Have they a separate card catalog or printed finding list?
+
+4. Are they covered?
+
+5. Do you enforce rules with regard to clean hands?
+
+6. Have you an age limit, and if so, what is it?
+
+7. Do you allow more than one book a week on a child's card?
+
+8. Are children's cards different in color from others?
+
+9. What authors are most read by children who take books from
+your library?
+
+10. What methods have you of directing their reading? Have you a
+special assistant for them, or are they encouraged to consult the
+librarian and all the assistants?
+
+11. Have you a children's reading room?
+
+Seventy-seven reply to the first question that their children's
+books are kept by themselves, 22 that stories or other books are
+separate from the rest of the library, and 53 that there is no
+juvenile division.
+
+Three answer simply "Yes" to the second question, 24 have adopted
+the Dewey system, in two or three cases with the Cutter author
+marks, 4 the Cutter, and 1 the Linderfelt system; 10 arrange by
+authors, 18 by subjects, 4 by authors and subjects, 42 report
+methods of their own or classification like the rest of the
+library, and 46 do not classify children's books at all.
+
+In answer to the third question, 6 libraries report both a
+separate card catalog and finding list, 43 a finding list for
+sale or distribution, 15 a card catalog for children, and 88 no
+separate list. Of the printed finding lists 4 are Sargent's, 1
+Larned's, 2 Hardy's, and 2 Miss James's.
+
+The fourth question relates to covering books for children.
+Eighty-five libraries do not cover them, 30 cover some, either
+those with light bindings or others that have become soiled and
+worn, 35 cover all, and 2 do not report.
+
+In reply to the fifth question, 45 libraries require that
+children's  hands shall be clean before they can take books from
+the library, or at least when they use books or periodicals in
+the building, and 50 have no such rules. Others try various
+methods of moral suasion, including in one instance a janitor who
+directs the unwashed to a lavatory, and in another a fine of a
+few cents for a second offense.
+
+The sixth question, whether there is an age limit or not, brings
+various replies. Thirty-six libraries have none, five base it on
+ability to read or write, one fixes it at 6, one at 7, and one
+at 8. Ten libraries allow a child a card in his own name at 10,
+two at 11, forty-seven at 12, six at 13, thirty-three at 14, four
+at 15, and six at 16. They qualify their statements in many cases
+by adding that children may use the cards of older persons, or
+may have them if they bring a written guarantee from their
+parents or are in certain classes in the public schools.
+
+Question 7 deals with the number of books a week allowed to
+children. Ninety-five libraries allow them to change a book every
+day; one (subscription) gives them a dozen a day if they wish.
+Fifteen limit them to two, and 3 to three a week, and 16 to only
+one. Several librarians in libraries where children are allowed a
+book a day express their disapproval of the custom, and one has
+entered into an engagement with her young readers to take 1 book
+in every 4 from some other class than fiction. Others do not
+answer definitely. A few libraries issuing two cards, or two-book
+cards, allow children the use of two books a week, if one is not
+a novel or story.
+
+Question 8 is a less important one, whether children's cards are
+of a different color from others. There is no difference between
+the cards of adults and children in 124 libraries, except in case
+of school cards in 2. In 4 the color of cards for home use
+varies, and 4 report other distinctions, like punches or
+different charging slips. Eight do not charge on cards and 12 do
+not answer.
+
+With regard to question 9, "What authors are most read by
+children who take books from your library?" the lists vary so
+much in length that it is impossible to give a fair idea of them
+in in few sentences. Some libraries mention only two or three
+authors, others ten times as many. Miss Alcott's name is in more
+lists than any other. Where only two or three authors are given,
+they are usually of the Alger, Castlemon, Finley, Optic grade.
+These four do not appear in the reports from 35 libraries, where
+Alden, Ballantyne, Mrs. Burnett, Susan Coolidge, Ellis, Henty,
+Kellogg, Lucy Lillie, Munroe, Otis, Stoddard, and various fairy
+tales fill their places. Seven are allowing Alger, Castlemon,
+Finley, and Optic to wear out without being replaced, and soon
+find that books of a higher type are just as interesting to young
+readers.
+
+Question 10 asks what methods are used in directing children's
+reading, and if a special assistant is at their service, or if
+they are encouraged to consult the librarian and all the
+assistants. Many librarians overconscientiously say, "No
+methods," but at the same time acknowledge the personal
+supervision and friendly interest that were meant in the query.
+Only nine do not report something of this kind. Six have, or are
+about to have, a special assistant, or have already opened a
+bureau of information. Five say that they pay special attention
+to selecting the best books, 4 of the larger libraries have open
+shelves, and 2 are careful in the choice and supervision of
+assistants.
+
+In answer to question 11, 5 report special reading rooms, present
+or prospective, for children; 3 more wish that they had them,
+while others believe that the use of a room in common with older
+readers teaches them to be courteous and considerate to others.
+Most reading rooms are open to children, who sometimes have a
+table of their own, but in a few cases those under are excluded.
+
+My own opinion on the subjects treated in the questions are:
+
+1. It is easier for a librarian or assistant to find a book for a
+child if whatever is adapted to his intelligence on a certain
+subject is kept by itself, and not with other books which may be
+dry, out of date, or written for a trained student of mature
+mind.
+
+2. It is easier to help a child work up a subject if the books
+which he can use are divided into classes, not all alphabeted
+under authors.
+
+3. A separate card catalog for children often relieves a crowd at
+the other cases. A printed dictionary catalog without notes does
+not help a child.
+
+A public library can make no better investment than in printing a
+classified list for children, with short notes on stories
+illustrating history or life in different countries, and
+references to interesting books written for older readers. Such a
+list should be sold for 5 cents, much less than cost.
+
+4. The money spent in paying for the paper and time used in
+covering books is just as well employed in binding, and the
+attractive covers are pleasant to look at.
+
+5. The books can be kept reasonably clean if children are made to
+understand that they must not be taken away, returned, or if
+possible, read with unwashed hands. City children soon begin to
+understand this if they are spoken to pleasantly and sent away
+without a book till they come back in a fit state to handle it.
+
+6. As soon as a child can read and write he should be allowed to
+use books. A proper guarantee from parent or teacher should, of
+course, be required.
+
+7. A child in school cannot read more than one story book a week
+without neglecting his work. If he needs another book in
+connection with his studies he should take it on a school
+teacher's, or nonfiction card.
+
+8. It is best, if a child has only one book a week, for his card
+to be of a different color from others, that it may be more
+easily distinguished at the charging desk.
+
+9. It has been proved by actual experiment that children will
+read books which are good in a literary sense if they are
+interesting. New libraries have the advantage over old ones, that
+they are not obliged to struggle against a demand for the boys'
+series that were supplied in large quantities fifteen or twenty
+years ago.
+
+10. As soon as children learn that in a library there are books
+and people to help them on any subject, from the care of a sick
+rabbit to a costume for the Landing of the Pilgrims, they begin
+to ask advice about their reading. It is a good thing if some of
+the library assistants are elder sisters in large families who
+have tumbled about among books, and if some of the questions
+asked of applicants for library positions relate to what they
+would give boys or girls to read. If an assistant in a large
+library shows a special fitness for work with children, it is
+best to give it into her charge. If all the assistants like it,
+let them have their share of it.
+
+11. The question of a children's reading room depends on the size
+of the room for older readers, and how much it is used by them in
+the afternoons. Conditions vary so much in libraries that it is
+impossible for one to make a rule for another in this case.
+
+
+ HOW LIBRARY WORK WITH CHILDREN HAS GROWN IN HARTFORD AND
+CONNECTICUT
+
+
+The Library Journal for February, 1914, says: "One of the
+pleasantest features of 'Library week' at Lake George in 1913 was
+the welcome given to Miss Hewins, that typical New England woman,
+whose sympathy with children and child life has made this
+relation of her public library work a type and model for all who
+have to do with children.... Miss Hewins's paper was really a
+delightful bit of literary autobiography, and she has now happily
+acceded to a request from the Journal to fill out the outlines
+into a more complete record."
+
+Not long ago I went into the public library of a university town
+in England and established confidence by saying, "I see that
+Chivers does your binding," whereupon the librarian invited me
+inside the railing. A boy ten or twelve years old was standing in
+a Napoleonic attitude, with his feet very far apart, before the
+fiction shelves, where the books were alphabetized under authors,
+but with apparently nothing to show him whether a story was a
+problem-novel or a tale for children. My thoughts went back many
+years to the days when I first became the librarian of a
+subscription library in Hartford, where novels and children's
+stories were roughly arranged under the first letter of the
+title, and not by authors. There was a printed catalog, but
+without anything to indicate in what series or where in order of
+the series a story-book belonged, and it was impossible when a
+child had read one to find out what the next was except from the
+last page of the book itself or the advertisements in the back
+and they had often been torn out for convenient reference.
+
+My technical equipment was some volunteer work in a town library,
+a little experience in buying for a Sunday-school library, and
+about a year in the Boston Athenaeum. The preparation that I had
+had for meeting children and young people in the library was,
+besides some years of teaching, a working knowledge of the books
+that had been read and re-read in a large family for twenty-five
+years, from Miss Edgeworth and Jacob Abbott, an old copy of
+"Aesop's fables," Andersen, Grimm, Hawthorne, "The Arabian
+nights," Mayne Reid's earlier innocent even if unscientific
+stories, down through "Tom Brown," "Alice in Wonderland," Our
+Young Folks, the Riverside Magazine, "Little women," to Scott,
+Dickens, Thackeray, George Eliot, Charlotte Bronte and Mrs.
+Gaskell. These books were in the Hartford Young Men's Institute,
+but they were little read in comparison with the works of the
+"immortal four," who were then writing series at the rate of two
+or more volumes a year--Optic, Alger, Castlemon and Martha
+Finley--and still refuse to be forgotten. The older girls
+demanded Ouida, a new name to me, but I read some of her novels
+before I had been in the library many weeks, and remember writing
+a letter to a daily paper giving an outline of the plot of one of
+them as a hint to fathers and mothers of what their schoolgirl
+daughters were reading. I think that there was something about
+boys, too, in the letter, and a plea for "Ivanhoe" and other
+books of knightly adventure.
+
+The Young Men's Institute Library in Hartford was a survival from
+the days of subscription libraries and lecture courses. The city
+had then a population of about fifty thousand, of whom some five
+or six hundred were subscribers to the library, paying three
+dollars for the use of one book at a time or five dollars for
+two, including admission to the periodical room. Hartford had a
+large number of Irish inhabitants, some Germans, a few of whom
+were intelligent and prosperous Jews, a few French Canadians,
+possibly still fewer Scandinavians. It was several years before
+the first persecution of the Russian and Polish Jews sent them to
+this country. In the year when I came, 1875, there were
+forty-six boys and girls in the high school graduating class,
+all, from their names and what I know of some of them, apparently
+of English descent, except one whose name is Scotch.
+
+The class which was graduated last June had about 650 members on
+entering, and 250 at the end of its course. Among the names are
+Italian, Hebrew, Swedish, Irish, German, Danish, Spanish,
+Bohemian, Armenian--the largest percentage from families not of
+English descent being Hebrew.
+
+It is fair to say that at least half of the boys and girls of the
+earlier graduating class, or their families, had library
+subscriptions, but little use of the library was recommended even
+by the high school teachers, and none by the teachers of the
+graded schools. How could there be? Five dollars is a large sum
+in most families, and children at that time had to read what they
+could get at home or from the Sunday-school libraries, which were
+no better nor worse than others of the period.
+
+The first effort that I remember making for a better choice of
+books was showing the library president some volumes by Thomes, a
+writer for the older boys, whose stories were full of profanity
+and brutal vulgarity. There was no question about discarding them
+and some of Mayne Reid's books like "The scalp hunters" and "Lost
+Lenore," which are much of the same type, very different from his
+earlier stories, and in a short time we did not renew books by
+some other authors, but let them die out, replacing them if
+possible by stories a little better, giving preference to those
+complete in themselves.
+
+Within a short time, in 1878, we began to publish a quarterly
+bulletin. In the first number "Library notes" begins: "Much time
+and thought have been given to suggesting in this bulletin good
+books for boys and girls. As a rule, they read too much. Our
+accounts show that one boy has taken 102 story-books in six
+months, and one girl 112 novels in the same time. One book a week
+is certainly enough, with school studies. Within the last month
+one boy has asked us for Jack Harkaway's stories, another for
+bound volumes of the Police News, and a third for 'The murderer
+and the fortune teller,' 'The two sisters and the avenger' and
+'The model town and the detective.' These are not in the library
+and will not be. The demand for girls for the New York Weekly
+novels is not small. We shall gladly cooperate with fathers and
+mothers in the choice of children's books."
+
+Of what we now call nature-books there were very few written or
+well illustrated for children, though the library had John
+Burroughs, Harris's "Insects injurious to vegetation" and
+Samuels's "Birds of New England and the adjacent states." There
+was little interest in out-of-door study, and I have never
+forgotten the contempt on the face of one boy when instead of
+Mayne Reid's "Boy hunters," which was out, he was offered "The
+butter- fly hunters," or the scorn with which he repeated the
+title. All that is changed, thanks to the influence of schools
+and teachers, and children are no longer ignorant of common birds
+and insects. St. Nicholas helped in opening their eyes, when a
+librarian, Harlan H. Ballard, of Pittsfield, organized the
+Agassiz Association with a monthly report in the magazine. We had
+a chapter, Hartford B., that met for years out of doors on
+Saturday mornings through the spring, early summer and autumn,
+and even through one winter when some specimens of the redheaded
+woodpecker were on the edge of the city. Usually our winter
+meetings were in the library, and we often had readings from
+Burroughs, Thoreau, Frank Buckland and others of the earlier
+nature-lovers. The children came from families of more than usual
+intelligence, and some of them who now have well-grown children
+of their own often refer with pleasure to our walks and talks.
+
+I had taught for three years in a school where the children and I
+were taken out of doors every week in spring and autumn by an
+ornithologist and an entomologist. At this time we were beginning
+to buy more books on out-of-door subjects, and I had learned
+enough in my teaching to be able to evaluate them in a bulletin.
+
+The years went on, with once in a while an encouraging report
+about a boy who had made experiments from works on chemistry or
+beguiled a fortnight's illness with Wordsworth's "Greece," or
+Guhl and Koner's "Life of the Greeks and Romans," or had gone on
+from Alger and Optic to Cooper, Lossing, Help's "Life of
+Columbus" and Barber's "History of New England." Both boys and
+girls were beginning to apologize for taking poor stories.
+
+In one of our bulletins, January, 1881, is an acknowledgment of
+Christmas material received from the advance sheets of Poole's
+Index, then in preparation in the Watkinson Library, on the other
+side of the building. Imagine life in a library without it, you
+who have the Readers' Guide and all the debates and Granger's
+Index to Poetry and the Portrait Index! Nevertheless, we were not
+entirely without printed aids, for we had the Brooklyn catalog,
+the Providence bulletins, and the lists of children's books
+prepared by the Buffalo and Quincy libraries.
+
+In 1882, at the request of Frederick Leypoldt, editor of the
+Publishers' Weekly, I compiled a list of "Books for the young,"
+some of which are of permanent value. In a second edition, in
+1884, I reprinted from our bulletin a list of English and
+American history for children, between twelve and fifteen, based
+on my own experience with boys and girls. I can laugh at it now,
+after years of meeting child-readers, seventy-five per cent of
+whom have no books at home, and can also find food for mirth in
+my belief that a list of books recommended for vacation reading
+in another bulletin would attract most boys and girls under
+sixteen.
+
+One school, under a wise and far-seeing principal, who is now an
+authority on United States history and the author of several
+school books on the subject, had in 1884 an arrangement with us
+for a supply of historical stories for reading, and we printed a
+list of these and of other books on American history which would
+be interesting if read by or to the older pupils in the grammar
+grades.
+
+Sets of fifty copies each of books for supplementary reading in
+school were bought by the library in 1894, and apportioned by the
+school principals at their monthly meetings. Several new sets
+were bought every year till 1905, when the collection numbered
+about three thousand, and was outgrowing the space that we could
+spare for it. The schools then provided a place for the school
+duplicates, and relieved the library of the care of them. Since
+1899 the graded schools have received on request libraries of
+fifty books to a room, from the third grade to the ninth, to be
+kept until the summer vacation, when they are returned for
+repairs and renewal. The number circulated during the school
+year has grown from 6,384 in 1899-1900 to 17,270 in 1912-13. The
+children's applications are sent to the main library, and no
+child may have a card there and in a school branch at the same
+time.
+
+There were rumors for several years that the library would be
+made free, and when it was at last announced in 1888 that
+$250,000 had been given by the late J. Pierpont Morgan, his
+father and two families related to them, on condition that
+$150,000 more should be raised by private subscription to remodel
+the Wadsworth Athenaeum, which then housed three libraries and a
+picture- gallery, and to provide for its maintenance, the rumor
+bade fair to come true. That the money came in, is largely due to
+the personal efforts of Charles Hopkins Clark, editor-in-chief of
+the Hartford Courant, for many years treasurer of the Athenaeum,
+the Watkinson Library and the Hartford Public Library, and the
+sum required was promised in 1890. Later the library offered the
+free use of its books, and also the income of about $50,000 to
+the city, on condition of keeping its form of government by a
+self-perpetuating corporation.
+
+The first step towards the enlarged use of the library was to
+separate the children's books and classify them. We had had a
+fixed location up to that time, and I had not yet broken loose
+from it, but I numbered them according to the best light I had,
+though in a very short time I saw that with the increased number
+of duplicates we had to buy, only a movable location was of the
+least practical use. It was several years before the Dewey
+classification was finally adopted for the children, although we
+classified our grown-up books by it before we opened to the
+public.
+
+When the library became free, in 1892, the annual circulation of
+children's books rose at once to 50,000, 25 per cent of the
+whole, and as large as the largest total in the subscription
+days. We immediately had to buy a large supply of new books,
+carefully chosen, and printed a too fully annotated list, which
+we found useful for some years and discarded when we were able to
+open the shelves. We had only a corner for children's books,
+almost none for children under ten, and no admission to the
+shelves. We struggled on as well as we could for the next few
+years.
+
+A dialogue between a reader and the librarian in 1897 shows what
+we were trying to do at this time. It is really true, and
+illustrates the lack of knowledge in one of the most intelligent
+women in the city of the many points of contact between the
+library and the boys and girls of the city.
+
+Reader: "There ought to be somebody in the library to tell
+people, especially children, what to read."
+
+Librarian: "Have you ever seen the children's printed list, with
+notes on books connected with school work, and others written for
+older readers but interesting to children, hints on how and what
+to read, and a letter R against the best books?"
+
+Reader: "No, I never heard of it."
+
+Librarian: "It was ready the day after the library opened, was
+sold for five cents, and the first edition of a thousand copies
+was exhausted so soon that a second had to be printed. Have you
+ever heard of the lists of interesting books in connection with
+Greek, Roman and English history given to high school pupils' or
+the records kept for years by the North School children of books
+which they have read, and sent to the librarian to be commented
+on and criticised in an hour's friendly talk in the school room,
+or the letters written on the use of the library by pupils in the
+other schools?"
+
+Reader: "No."
+
+Librarian: "Have you ever seen the lists of good novels for boys
+and girls growing away from books written for children and also a
+list of interesting love-stories for readers who have heard of
+only a few authors?"
+
+Reader: "No."
+
+Librarian: "Have you ever noticed the printed lists of new books,
+with notes, hung on the bulletin board every Monday?"
+
+Reader: "No."
+
+Librarian: "Do you know that the library has twelve hundred
+volumes of the best books by the best authors, fifty of each, for
+use in the public schools?"
+
+Reader: "No."
+
+The library opened in 1895 a branch for children in the Social
+Settlement, and in 1897 reading rooms in connection with vacation
+schools, established by the Civic Club and afterwards taken in
+charge by the city.
+
+The Educational Club, an organization of parents, teachers and
+others interested in education, began in 1897 with very informal
+meetings, suggested by the school section of the Civic Club,
+which were held in my office for three years, until they outgrew
+it and needed a more formal organization. The directors of the
+Civic Club and managers of the Social Settlement have met there
+for years, and the Connecticut Public Library Committee found it
+a convenient meeting place until it seemed better to hold
+sessions in the Capitol, where its office is.
+
+The history classes of the North School, of whose principal I
+have spoken, used to make a pilgrimage every year to points of
+interest in the city, ending with an hour in the rooms of the
+Historical Society in the building, where they impersonated
+historical characters or looked at colonial furniture and
+implements. After the hour was over they used to come to the
+office for gingerbread and lemonade, which strengthened their
+friendly feeling for the library. This lasted until the
+principal went to another city.
+
+In 1898, in a talk to some children in one of the schools just
+before the summer vacation, I asked those who were not going out
+of town to come to the library one afternoon every week for a
+book-talk, with a tableful of books such as they would not be
+likely to find for themselves. The subjects the first year were:
+
+Out-of-door books and stories about animals, Books about Indians,
+Travellers' tales and stories of adventure, Books that tell how
+to do things, Books about pictures and music, A great author and
+his friends (Sir Walter Scott), Another great author and his
+short stories (Washington Irving), Old-fashioned books for boys
+and girls. The talks have been kept up ever since.
+
+The series in 1900 was on Books about knights and tournaments,
+what happened to a man who read too much about knights (Don
+Quixote), Books about horses, Two dream-stories, (The divine
+comedy and The pilgrim's progress), Some funny adventures (A
+traveller's true tale and others), Some new books, How a book is
+made, Stories about India, Pictures and scrap-books.
+
+The next year, 1901, the talks were about stories connected with
+English history, the Old-English, the Normans, the Plantagenet
+times, King Henry V., the Wars of the Roses, King Henry VII, and
+King Henry VIII, Queen Elizabeth and Mary, Queen of Scots, the
+Stuarts, and the English Revolution and eighteenth- century
+England.
+
+The year after, 1902, the talks were on "Books that you have not
+read," under the titles Sea stories, Indian stories, Horse
+stories, Wonder stories, Hero stories, African stories, South Sea
+stories, School and college stories, Old stories. A table of
+books was in the room, and I took them up one by one and told a
+little about the story, sometimes reading aloud and stopping at a
+very interesting point.
+
+In 1903, the subjects were Stories about dragons, Stories about
+soldiers, Stories about shipwrecks, Stories about out-of- doors,
+Stories of real people told by themselves, Stories about
+adventures, Stories about pictures, Stories about the West, the
+object being to give the children of the upper grammar grades a
+glimpse into interesting books of which they might otherwise
+never hear. In that year we printed a list of novels for young
+readers that is now ten years old and needs revision, but still
+has its uses.
+
+The use of the reference-room by children steadily increased,
+until the need of a room for them became evident, both on
+weekdays and Sundays. The Bulletin for March 1, 1900, says: "On
+Sunday, Feb. 25, there were eighty-one children in the small
+room, filling not only chairs too high for their short legs, but
+benches extending into the circulation room. They were all quiet
+and orderly, and some of them read seriously and absorbedly for
+several hours on 'The twentieth century,' 'The boundaries of the
+United States,' and 'The comparative greatness of Napoleon and
+Alexander.' The younger children read storybooks in the same
+quiet manner. A children's room would relieve the pressure on all
+three departments of the library." The "last straw" that led to
+the grant of rooms was a newspaper article illustrated by a
+photograph of the reference-room on a Sunday afternoon with one
+man, one woman and fifty-one children in it.
+
+In 1904, the library came into possession of two large, bright
+sunny rooms and a smaller one adjoining in an old-fashioned house
+next door, which belonged to the Athenaeum and had been released
+by the removal of the Hartford Club to a large new house across
+the street. We opened rooms in November, just before
+Thanksgiving, and from then till New Year's Day we received gifts
+from many friends: a pair of andirons for the open fireplace,
+several pictures, a check "for unnecessary things" from one of
+the women's clubs, another for wall-decoration from teachers,
+students and graduates of the Albany Library School, fifty
+Japanese color-prints of chrysanthemums from the Pratt Institute
+children's room, a cuckoo clock that is still going, though it
+demands a vacation about once a year, and a Boston fern that is
+now in flourishing condition. A large Braun photograph of the
+Madonna del Granduca came later from the Pittsburgh School for
+Children's Librarians.
+
+The furniture is of the simplest kind. We used some tables that
+we had, and bought one new one, some bentwood chairs for the
+older children and others such as are used in kindergartens for
+the younger. Pratt Institute lent us that first winter the very
+attractive illustrations by the Misses Whitney for Louisa
+Alcott's "Candy country." Some friends who were breaking up
+housekeeping gave the room a case of native and foreign stuffed
+birds with the hope that they might be as great a source of
+pleasure to the children as they had been to them in their
+childhood. Another friend sent us two trunks of curiosities from
+Europe, Asia, Africa and North America, which are shown a few at
+a time.
+
+The next summer, 1905, the book-talks were about pictures in the
+room, most of which had been bought with our friends' gifts.
+Windsor Castle, Kenilworth, Heidelberg Castle, The Alhambra, St.
+George, King Arthur, Sir Walter Scott, the Canterbury Pilgrims,
+some Shakespeare stories. On the Alhambra afternoon, a girl who
+had spent her first year out of college in Spain described the
+palace and showed curiosities from Granada. One day a Civil War
+nurse who happened in was persuaded to tell the boys and girls in
+the room about the three weeks she spent in the White House,
+taking care of Tad Lincoln through a fever. Some years later we
+were fortunate enough to hear her again in the room above, on
+Abraham Lincoln's hundredth birthday, when she held the attention
+of a large number of boys and girls for more than an hour.
+
+The next summer "What you can get out of a Henty book" was used
+as an excuse for showing books and pictures about the Crusades,
+Venice, the knights of Malta, the Rebellion of the Forty-five,
+the East India Company, the siege of Gibraltar, the Peninsula
+war, and modern Italy.
+
+That summer we had a puzzle-club to show younger children how to
+work the puzzles in St. Nicholas and other magazines and
+newspapers. We held our first Christmas exhibition that year,
+1906, in the room itself, for one day only, before the hour of
+opening.
+
+After an exhibition of lace in the Athenaeum the next spring, the
+specialist who arranged it held the attention of her audience of
+girls between ten and fourteen, giving a practical illustration
+of the making of pillow-lace, showing specimens of different
+kinds, pointing out the use of lace in old-fashioned costumes for
+children, and exhibiting a piece of Valenciennes which had been
+stolen by a catbird and recovered before it was woven into a
+nest. This talk was given at my request, because we could find
+almost nothing on lace in books for children, and the exhibit was
+then attracting much notice.
+
+That year our first children's librarian, who had given only a
+part of her working hours to the room, the rest to the loan-
+desk, left us to be married. The school work had grown so fast
+that it had become necessary for us to find a successor who was
+equal to it, and whose sole time could be given to that and the
+care of the room, which is open only from 3.30 to 6 on school-
+days, except on Wednesdays, Saturdays and in vacations, when we
+have all-day hours. The children in vacation-time may change
+story-books every day if they like--practically none of them do
+it--but in school time they are allowed only one a week. This is
+not a hardship, for they may use their non-fiction cards, which
+give them anything else, including bound magazines.
+
+Our children's librarian makes up for lack of library technique
+by her acquaintance with teachers, and experience in day, evening
+and vacation schools, that have brought her into contact with
+children of all sorts and conditions.
+
+The summer before her coming I had charge of the room for a part
+of every day, and observing that children under fourteen were
+beginning to think that they had read everything in the room and
+were asking to be transferred, I made a collection of books,
+principally novels, from the main library, marked them and the
+bookcards with a red star, and placed them on side shelves, where
+the younger children soon learned that they would find nothing to
+interest them. This keeps the older boys and girls in the room
+until they are ready for the main library, and when they are
+transferred they are sent to me in my office, where they are told
+that some one is always ready to give them help if they ask for
+it. The list of books for the first year after coming into the
+library is handed to them, and they are also referred to the high
+school shelves, to be mentioned later.
+
+We insist on a father or mother coming with a child and leaving a
+signature or mark on the back of the application-card. This is
+placing responsibility where it belongs, and as we always have at
+least one of the staff who can speak Yiddish, and others who
+speak Italian, the parents are usually willing to come.
+
+We are very strict in exacting fines as a means of teaching
+children to be responsible and careful of public property.
+
+One summer the children acted simple impromptu plays, Cinderella,
+Blue Beard, Beauty and the beast, on the lawn outside the long
+windows. The lawn has been in bad condition for nearly two years,
+on account of the building of the Morgan memorial, but has now
+been planted again. One May-day we had an old English festival
+around a Maypole on the green, with Robin Hood, Maid Marian,
+Friar Tuck, Will Scarlett, the hobby- horse, the dragon and all
+the rest, including Jack in the Green and an elephant. This was
+such a success that we were asked to repeat it across the river
+on the East Hartford Library green, where it was highly
+complimented on account of being so full of the spirit of play.
+
+Our Christmas exhibits have been held every year, at first, as I
+have said, for one day only, then for two or three in the rooms
+above, and for the last two years in a large room used by the
+Hartford Art Society as a studio until it moved to a whole house
+across the street. This room has space for our school libraries,
+and the room which they had outgrown was fitted up at no expense
+except for chairs and a change in the lighting, as a study-room
+for the older boys and girls, who also have the privilege of
+reading any stories they find on the shelves, which are on one
+side only. The other shelves, placed across the room, were moved
+to the studio, which is so large that it has space for
+story-telling, or oftener story-reading. The winter of the
+Dickens centennial, through the month of February, the beginnings
+of "David Copperfield," "Nicholas Nickleby," "Dombey and son" and
+"Great expectations" were read.
+
+In 1911, a gift of twenty-five dollars from a friend was spent
+for the boys' and girls' room, and has bought specimens of
+illustration, Grimm's "Fairy tales," illustrated by Arthur
+Rackham; Kate Greenaway's "Under the window," "Marigold garden,"
+"Little Ann" and "Pied piper", Laura Starr's "Doll book," and a
+fine copy of Knight's "Old England," full of engravings,
+including a morris dance such as has been performed here, and
+Hare's "Portrait book of our kings and queens." The rest of the
+money bought a globe for the older boys' and girls'
+reading-table, and sent from Venice a reproduction of a complete
+"armatura," or suit of Italian armor, eighteen inches high.
+
+In 1912 the boys and girls of grades 7 to 9 in the district and
+parochial schools were invited to listen to stories from English
+history in the Librarian's office of the Hartford Public Library
+on Tuesday afternoons in July and August. Some of the subjects
+were The Roman wall, The Danish invasion, King Alfred and the
+white horses said to have been cut to commemorate his victories,
+The Crusades, and The captivity of James I. of Scotland. The
+Longman series of colored wall-prints was used as a starting
+point for the stories. Children in grades 4 to 6 listened at a
+later hour to stories from Hawthorne's "Wonderbook" and
+"Tanglewood tales."
+
+The Hartford Public Library had an exhibit at the state fair,
+September 2-7, 1912, in the Child-welfare building. In a space 11
+by 6 were chairs, tables covered with picture-books, a bookcase
+with libraries for school grades, probation office, and a
+settlement, and another with inexpensive books worth buying for
+children. Pictures of countries and national costumes were hung
+on the green burlap screens which enclosed the sides of the
+miniature room. At about the same time we printed a list of
+pleasant books for boys and girls to read after they have been
+transferred to the main library. They are not all classics, but
+are interesting. The head of the high school department of
+English and some of the other teachers asked the library's help
+in making a list of books for suggested reading during the four
+years' course. This list has been printed and distributed. Copies
+are hung near two cases with the school pennant above them, and
+one of the staff sees that these cases are always filled with
+books mentioned in it. The high school has a trained librarian,
+who borrows books from the Public Library and tries in every way
+to encourage its use.
+
+From Dec. 3 to 24, 1912 and 1913, the exhibit of Christmas books
+for children and young people was kept open by the library in the
+large room in the annex. The exhibit included three or four
+hundred volumes, picture books by the best American, English,
+French, German, Italian, Danish, and Russian illustrators,
+inexpensive copies and also new and beautiful editions of old
+favorites, finely illustrated books attractive to growing-up
+young people, and the best of the season's output. It had many
+visitors, some of them coming several times. We sent a special
+invitation to the students in the Hartford Art Society, some of
+whom are hoping to be illustrators, and appreciate the picture-
+books highly.
+
+The boys' and girls' room received last winter a fine photo-
+graphic copy of Leighton's "Return of Persephone," in time for
+Hawthorne's version of the story, which is usually read when
+pomegranates are in the market and again six months later, when
+Persephone comes up to earth and the grass and flowers begin to
+spring.
+
+One day John Burroughs made an unexpected visit to the room, and
+it happened that when the children reading at the tables were
+told who he was, and asked who of them had read "Squirrels and
+furbearers," the boy nearest him held up his hand with the book
+in it. That boy will probably never forget his first sight of a
+real live author!
+
+Last winter we received a gift of a handsome bookcase with glass
+doors, which we keep in the main library, filled with finely
+illustrated books for children to be taken out on grown-up cards
+only. This is to insure good care.
+
+For several years we have been collecting a family of foreign
+dolls, who are now forty-five in number, of all sorts and sizes,
+counting seventeen marionettes such as the poor children in
+Venice play with, half a dozen Chinese actors, and nine brightly
+colored Russian peasants in wood. The others are Tairo, a very
+old Japanese doll in the costume of the feudal warriors, Thora
+from Iceland, Marit the Norwegian bride, Erik and Brita from
+Sweden, Giuseppe and Marietta from Rome, Heidi and Peter from the
+Alps, Gisela from Thuringia, Cecilia from Hungary, Annetje from
+Holland, Lewie Gordon from Edinburgh, Christie Johnstone the
+Newhaven fishwife, Sambo and Dinah the cotton- pickers. Mammy
+Chloe from Florida, an Indian brave and squaw from British
+America, Laila from Jerusalem, Lady Geraldine of 1830 and
+Victoria of 1840. Every New Year's Day, in answer to a picture
+bulletin which announces a doll-story and says "Bring your doll,"
+the little girls come with fresh, clean, Christmas dolls, and
+every one who has a name is formally presented to the foreign
+guests, who sit in chairs on a table. Lack of imagination is
+shown in being willing to own a doll without a name, and this
+year the subject of names was mentioned in time for the little
+girls to have them ready. Mrs. Mary Hazelton Wade, author of many
+of the "Little cousins," lives in Hartford, and lately gave us a
+copy of her "Dolls of many countries." I told her about the party
+and invited her, and she told the fifty children who were
+listening about the Feasts of Dolls in Japan. The doll-story was
+E. V. Lucas's "Doll doctor," and it was followed by William
+Brightly Rands's "Doll poems."
+
+In 1893, the year after the library became free, the Connecticut
+Public Library Committee was organized. For about ten years it
+had no paid visitor and inspector, and I, as secretary of the
+committee, had to go about the state in the little time I could
+spare from regular duties, trying to arouse library interest in
+country towns. Now most of the field work is done by the visitor,
+but I have spoken many times at teachers' meetings and library
+meetings. We began by sending out pamphlets--"What a free library
+can do for a country town"--emphasizing what its possibilities
+are of interesting children, and "What a library and school can
+do for each other." Every year the libraries receive a grant of
+books from the state, and send in lists subject to approval. We
+often found the novels and children's books asked for unworthy of
+being bought with state money by a committee appointed by the
+Board of Education, and began to print yearly lists of
+recommended titles of new books, from which all requested must be
+chosen. The standard is gradually growing higher. The Colonial
+Dames have for years paid for traveling libraries, largely on
+subjects connected with colonial history, to be sent to country
+schools from the office of the committee, and have also given
+traveling portfolios of pictures illustrating history, chosen and
+mounted by one of their number. The Audubon Society sends books,
+largely on out-of-door subjects, and bird-charts, to schools and
+libraries all over the state. Traveling libraries, miscellaneous
+or on special subjects, are sent out on request.
+
+A Library Institute has been held every summer for five years
+under the direction of the visitor and inspector. It lasts for
+two weeks, and several lectures are always given by specialists
+in work with children.
+
+The choice of books, sources of stories for children, and what to
+recommend to them are frequently discussed in meetings for
+teachers and librarians.
+
+A book-wagon has for the last two or three years gone through a
+few towns where there is no public library, circulating several
+thousand books a year for adults and children, and exciting an
+interest which may later develop into the establishment of public
+libraries. The committee has now 105 which receive the state
+grant. Wherever a new library is opened, a special effort is made
+through the schools to make it attractive to children.
+
+At this time of year the mothers' clubs in the city and adjoining
+towns often ask for talks on what to buy, and boxes of books are
+taken to them, not only expensive and finely illustrated copies,
+but the best editions that can be bought for a very little money.
+These exhibitions have been also given at country meetings held
+by the Connecticut Public Library Committee.
+
+A library column in a Hartford Sunday paper is useful in showing
+the public what libraries in other states and cities are doing,
+and in attracting attention to work with children. Letters to the
+children themselves at the beginning of vacation, printed in a
+daily paper and sent to the schools, invite them to book-talks.
+Other printed letters about visits to places connected with books
+and authors, sent home from England and Scotland with postcards,
+have excited an interest in books not always read by children.
+This year the Hartford children's librarian has read the letters
+and shown the books referred to, post-cards and pictures, to a
+club of girls from the older grammar grades, who were invited
+through the letters just spoken of to leave their names with her.
+
+A club of children's librarians from towns within fifteen miles
+around Hartford meets weekly from October to May. Meetings all
+over the state under the Public Library Committee have stimulated
+interest in work with children, and Library Day is celebrated
+every year in the schools.
+
+The visitor and inspector reports visits to eight towns in
+December, and says: "Somewhat more than a year ago, at the
+request of the supervisor, I made out a list of books for the
+X---- school libraries. These were purchased, and this year the
+chairman of the school board requested my assistance in arranging
+the collection in groups to be sent in traveling library cases
+until each school shall have had each library. I spent two days
+at the town hall working with the chairman of the school board,
+the supervisor, a typist and two school teachers.
+
+"A new children's room has been opened in the Y---- library since
+my visit there. It is double the size of the room formerly in
+use, and much lighter and more cheerful. The first grant from the
+state was expended entirely for children's books, the selection
+being made in this office.
+
+"In Z---- I gave an Audubon stereopticon lecture, prefacing it
+with an account of the work on the Audubon Society, and an
+enumeration of the loans to schools. The audience in a country
+schoolhouse, half a mile from Z---- village, numbered 102."
+
+
+ A CHAPTER IN CHILDREN'S LIBRARIES
+
+
+The following account of the beginning of children's work in
+Arlington, Mass., in 1835, marks the earliest date yet claimed
+for the establishment of library work with children, and was
+written for the January, 1913, number of The Library Journal.
+Alice M. Jordan was born in Thomaston, Maine, and was educated in
+the schools of Newton, Massachusetts. After teaching for a few
+years she entered the service of the Boston Public Library in
+1900, Since 1902 she has been Chief of the Children's Department
+in that library, and since 1911 a member of the staff of Simmons
+College Library School.
+
+
+"In consequence of a grateful remembrance of hospitality and
+friendship, as well as an uncommon share or patronage, afforded
+me by the inhabitants of West Cambridge, in the Commonwealth of
+Massachusetts, in the early part of my life when patronage was
+most needful to me, I give to the said town of West Cambridge one
+hundred dollars for the purpose of establishing a juvenile
+library in said town. The Selectmen, Ministers of the Gospel, and
+Physicians of the town of West Cambridge, for the time being
+shall receive this sum, select and purchase the books for the
+library which shall be such books as, in their opinion, will best
+promote useful knowledge and the Christian virtues among the
+inhabitants of the town who are scholars, or by usage have a
+right to attend as scholars in their primary schools. Other
+persons may be admitted to the privilege of said library under
+the direction of said town, by paying a sum for membership and an
+annual tax for the increase of the same. And my said executors
+are directed to pay the same within one year after my decease."
+
+This "extract from the last will and testament of Dr. Ebenezer
+Learned, late of Hopkinton, N. H.," forms the first book plate of
+the Arlington (Mass.) Public Library, founded in 1835. It appears
+to be the earliest record we have of a specific bequest for a
+children's library, free to all the children of the town
+receiving it.
+
+In the late eighteenth century it was the custom at Harvard
+College to grant a six-weeks' vacation in winter and summer, when
+students could earn money for college expenses. The popular way
+of doing this was to teach school. Ebenezer Learned, a young man
+in the class of 1787, availed himself of this opportunity and
+taught in West Cambridge, or Menotomy. His associations there
+were pleasant ones, and the memory of the friends then made
+persisted through his later successful career. Dr. Learned became
+a practicing physician, first in Leominster (Mass.) and later in
+Hopkinton, N. H. He is said to have been warmly interested in
+education and science throughout his life, and was the
+originator of the New Hampshire Agricultural Society and
+vice-president of the New Hampshire Medical Society. And yet with
+all these later interests, his thought, toward the end of his
+life, was of the little town where he taught his first school.
+
+At the time of receiving this legacy there were in West Cambridge
+two ministers--a Unitarian and a Baptist--and one physician.
+Together with the selectmen, they formed the first board of
+trustees, which met on Nov. 30, 1835, and voted that the books
+selected for the library should be such as were directed by Dr.
+Learned's will, "the same not being of a sectarian character."
+Selection of books was left largely to Mr. Brown, of the newly
+formed firm of Little & Brown, publishers. He was directed to
+spend at least half of the bequest for books suitable for the
+purpose, and these were sent to the home of Dr. Wellington, the
+physician on the board.
+
+Then followed the task of selecting a librarian, and the obvious
+choice was Mr. Dexter, a hatter by trade and already in charge of
+the West Cambridge Social Library. This was a subscription
+library, founded in 1807, and consisting mainly of volumes of
+sermons and "serious reading." The question of the librarian's
+salary was the next care, for the state law authorizing towns to
+appropriate tax money for libraries was yet ten years in the
+future. At town meeting, in 1837, however, one of the trustees
+called attention to the clause in Dr. Learned's will which
+provided that others, beside children, might use the library by
+paying a sum for membership and an annual assessment. "Why should
+not the town pay the tax, and thus make it free to all the
+inhabitants?" he asked. And this was done. The town at once
+appropriated thirty dollars for the library, and the right to
+take books was extended to all the families in town. From this
+time the institution has been a free town library, the earliest
+of its class in Massachusetts.
+
+The little collection of books for the West Cambridge Juvenile
+Library traveled to its first home on a wheelbarrow. "Uncle"
+Dexter would make hats during the week, and on Saturday
+afternoons open the library for the children. Three books were
+the limit for a family, and they could be retained for thirty
+days. That the books were actually read by the children is
+vouched for by those who remember the library from its beginning.
+Even free access to the shelves was permitted for a while. But we
+come to a period, later, when the by-laws declare, "No person
+except the librarian shall remove a book from the shelves."
+
+One would like to know just what those books were for which
+one-half of that precious bequest was first spent. The earliest
+extant catalog of the juvenile library is dated 1855, though
+there exists an earlier list (1835) of the Social Library.
+Tradition has handed down the names of two books said to be in
+the first collection, but one of these is certainly of later
+date. The first is still in existence, a copy of the "History of
+Corsica," by James Boswell. One who as a boy read this book,
+years ago, in the West Cambridge Juvenile Library, recalled it
+with delight when he visited Corsica years afterward.
+
+The other title, mentioned as belonging to the first library, is
+"The history of a London doll." But this delightful child's
+story, by Richard Hengist Home, was not published until 1846.
+Some of the Waverley novels are also remembered as being among
+the earliest purchases. Of course, we realize that books which
+"will best promote useful knowledge and the Christian virtues" in
+school children are not necessarily children's books. So we may
+be tolerably sure that Rollins' and Robertson's histories, as
+well as Goldsmith and Irving, would have appeared in the catalog
+had there been one.
+
+The juvenile library remained a year in its first home, the frame
+house still standing near the railroad which runs through
+Arlington. There have been five library homes since then,
+including the meeting house, where the collection of books was
+nearly doubled by the addition of the district school libraries
+and a part of the Social Library.
+
+In 1867 the town changed its name to Arlington, discarding the
+Indian name of Menotomy, by which it was known before its
+incorporation as West Cambridge. The library then became known as
+the Arlington Juvenile Library, and, in 1872, its name was
+formally changed to Arlington Public Library. With the gift of a
+memorial building, in 1892, the present name, the Robbins
+Library, was adopted by the town.
+
+It is characteristic of our modern carelessness of what the past
+has given us, that we have lost sight of this first children's
+library. Not Brookline in 1890, not New York in 1888, but
+Arlington in 1835 marks the beginning of public library work with
+children. Here is one public library, with a history stretching
+back over seventy-five years, which need not apologize for any
+expenditure in its work with children. Its very being is rooted
+in one man's thought for the children of the primary schools. Dr.
+Learned could think of no better way of repaying the kindnesses
+done to a boy than by putting books into the hands of other boys
+and girls. A children's librarian may well be grateful for the
+memory of this far-seeing friend of children, who held the belief
+that books may be more than amusement, and that the civic virtues
+can be nourished by and in a "juvenile library."
+
+
+ THE CHILDREN'S LIBRARY IN NEW YORK
+
+
+The leading editorial in The Library Journal for May, 1887, says:
+"The plan of providing good reading for very little children
+begins at the beginning, and the work of the Children's Library
+Association, outlined in a paper in this number, may prove to be
+the start of a movement of great social importance." This
+interesting personal account was written by Miss Emily S.
+Hanaway, principal of the primary department of Grammar School
+No. 28, in New York City, to whom came the thought, "Why not give
+the children reading-rooms?", and through whose efforts the
+Association was organized.
+
+Emily S. Hanaway was married in 1891 to the Reverend Peter
+Stryker. She died in 1915 in her eightieth year. Her library was
+ultimately forced to close its doors, but its influence remains.
+
+
+For several years it had caused me much pain to find that many of
+the children in our school were either without suitable reading
+or were reading books of a most injurious kind. The more I
+pondered the matter the more I became convinced that much of the
+poison infused into the mind of a child begins at a very early
+age. As soon as a child takes interest in pictures the taste
+begins to be formed. Give him only common comic or sensational
+ones, and he will seize them and look no higher. On the other
+hand, give him finely-wrought sketches and paintings, tell him to
+be very careful how he handles them, and he will despise the
+trash of the present day. Place in his hand clear print, and he
+will never want the vile copy of a sensational paper often thrown
+in at our doors. Place in his hand Babyland, tell him that he is
+an annual subscriber, and the importance of having his name
+printed on the copy will induce him to do as a little relative of
+mine has frequently done. He will run after the postman and ask
+him how long before the next number will arrive.
+
+Upon one occasion we endeavored to find out what sort of books
+our school-children were reading, and asked them to bring a few
+for us to examine. Some of them, having been directed in their
+reading by discreet, faithful parents, brought such periodicals
+as St. Nicholas, Chatterbox, Harper's Young People, etc., while
+others brought the vilest kind of literature, and one little
+fellow brought a large copy of the "Annual Report of the Croton
+Aqueduct."
+
+In the summer of 1885, while seated in a room where the National
+Association of Teachers had assembled, a thought, as if some one
+had leaned over my shoulder and suggested it, came suddenly into
+my mind: "Why not give the children reading- rooms?" There was no
+getting rid of the thought. All that afternoon and evening it
+followed me. After the meeting, in the evening, I asked Prof. E.
+E. White, of Ohio, if he thought such an undertaking could be
+carried out. He answered, "Yes; but it is gigantic." I came home
+fully persuaded that it must be tried; but where should I begin?
+As soon as school opened in September, it occurred to me that
+almost opposite our school- building there was a day-nursery, the
+lady in charge of which appeared to be a very earnest worker. She
+said she would be very glad to help, as she had a small library
+at that time, which her children used in the nursery.
+
+On visiting the publishers, generous donations were promised from
+Treat, Scribner, Taintor & Merrill, Barnes, and others. These
+were sent to the nursery. A few years before, a former principal
+in our school, Miss Victoria Graham, had worked with great energy
+to have a library in P. D., G. S. 28, and the proceeds of an
+entertainment given in 1872 in the Academy of Music had furnished
+two or three hundred books. Miss Graham died the same year, and
+as we had no regular librarian, many of the books were lost.
+About sixty were left. These also were sent to the nursery, and
+our children went over every week to draw books. This was the
+first attempt. But we felt that it was but a small beginning, and
+that if we wished to bring in all creeds we must free the public
+mind from suspicion, and have a representation from every
+denomination, Protestant, Roman Catholic, and Hebrew.
+Accordingly, we planned that when a committee should be
+organized, every religious faith should be represented among
+those who were to choose the books. As we wished to have many of
+these rooms throughout the city, and as our friends at the
+day-nursery, under their arrangements, could not have a
+committee, we thought it would do no harm to start anew. So we
+conferred with the various clergymen of all denominations, in a
+neighborhood well known to us, and received great encouragement.
+Dr. Mendez became a member of our organization committee, and has
+been present at very many of our business meetings.
+
+We then visited the persons named by these gentlemen, for our
+organization committee, and when we had found eleven willing to
+serve, a kind friend in West 22d St., Mrs. Hanford Smith, gave us
+the use of her parlors for our meeting. A more gloomy committee
+has been seldom seen. "Have you a room for a library?" was asked.
+"No." "Any money?" "No." "Any books?" "No." "Absurd! How do you
+expect to start such a work?" "On faith." Next a vote was taken
+whether to organize or not. It was decided to organize. Mr.
+Edward Chichester was elected president, Mr. Edward Vanderbiit
+secretary, and Mr. E. P. Pitcher to the very responsible position
+of treasurer, without a cent in the treasury.
+
+Here it is only due to Rev. Dr. Terry to speak of the
+encouragement he gave. The Y. M. C. A. connected with the South
+Reformed Church, on 21st St. and 5th Ave., were talking of taking
+rooms at 243 9th Ave., for a young men's club, and through the
+doctor's efforts we were allowed to come into these rooms from 4
+to 6 p. m., all through the season, from December to May, with
+the understanding that we might pay or not, according to our
+success in obtaining funds. One trouble was over. We then began
+our circuit once again through the city, after school hours,
+visiting every publishing-house named in the directory, beside
+making many personal visits to friends, who encouraged us by
+gifts of books.
+
+We are largely indebted to Dodd, Mead & Co., Carter, Taintor,
+Merrill & Co., and many others, who have given most liberally;
+also to friends, who have given us many $5 bills, and enabled us
+not only to pay expenses, including librarian, tickets of
+admission, covers for books, circulars, etc., but also to hand
+over most joyfully to Dr. Terry $40 for the use of room at the
+close of the season.
+
+Last fall we tried to begin our work once more, and after walking
+from 40th to 23d St., along 8th and 9th Avenues, I at last found
+rooms on W. 35th Street. Dr. Terry kindly loaned us furniture,
+and the Women's Christian Temperance Union shared with us the
+modest rent of $13 per month, $6.50 each.
+
+Last year P. D. No. 45, in West 24th St., sent a large
+representation from their school. This year they asked for and
+received tickets. We had about 350 books, and issued about 700
+admission tickets. At one time during the winter the librarian
+sent me this message: "Only eight books are left on the shelves.
+Do you think it best to close the room to-day?" I returned word:
+"Get in all the books you can; do not give out any for a short
+time, but let the children come in and look at the stereoscopic
+views, play games, look at or read pamphlets. When they have
+returned a sufficient number, begin to distribute again." That
+week we received several parcels of books, and started up again.
+We had applications for tickets from P. D., G. S. No. 11, 37th
+St. Prim. Deptt, 34th St. R. Ch. S. School, Ind. School, West
+415t St., and others. Male Dep't, G. S. No. 67, asked for 91
+tickets. Some of the children in P. D., G. S. No. 28, shed tears
+when their teacher informed them that we had no more tickets.
+
+The children stood on the sidewalk on a Friday afternoon, not
+long ago, from 2:30 until 5:30, patiently waiting for their turn
+to enter the room, as the librarian could only allow a certain
+number to enter at one time.
+
+Dr. Barnett visited the rooms with the intention of putting up
+chest-expanders for exercise, but he found them too small, and
+the woodwork too frail, for any such purposes.
+
+We have a number of subscribers at $1 per year, although some
+have gone far beyond this in subscriptions. We closed on May 1,
+to reopen in the fall.
+
+One great reason for keeping open through the year is that many
+parents are obliged to work all day, and the children run the
+risk of getting into all sorts of crime. As an instance, not long
+since I found a little girl in our department who had been
+frequently caught pilfering. At last we thought it necessary to
+send for the mother. She burst into tears and said: "What am I to
+do? My children are alone after school hours until I return, and
+I do not know what they are doing." I asked if the children had
+tickets for the reading-room, and here found another difficulty.
+"Not on the same day," she said. We had been obliged to send the
+girls on three days of the week, and the boys on two days,
+because of the lack of room, and of helpers. Several teachers
+have since come forward and offered their services. Two teachers
+in our department have gone every Monday, and two others every
+Friday, and appeared to take great pleasure in the work. All
+honor to such young, earnest workers, for they deserve it!
+
+We have recently received a box of books, toys, etc., from the
+"Little Helpers" in Elyria, Ohio, and Columbia College is taking
+an active interest in our work. We are leaning upon our friends
+of the college library for support and help, in time to come. All
+our meetings are held at Columbia College.
+
+We hope for liberal donations, and we feel quite sure--yes, as
+sure as we felt on that gloomy evening last winter, when we
+decided to go on--that from the kind words of encouragement, and
+the liberal gifts that we have received in the past, the gifts
+are coming in the future; and when we are resting from our
+labors, others yet unborn shall rise up and call those blessed
+who have strengthened our hands. And we believe that when this
+comes the prison doors will open less frequently.
+
+
+ THE WORK FOR CHILDREN IN FREE LIBRARIES
+
+
+In the following paper, read in 1897 before the Friends' Library
+Association of Philadelphia, and the New York Library Club, Miss
+Mary W. Plummer discussed some of the "experiences and theories"
+of a number of libraries and the "requisites for the ideal
+children's library." Mary Wright Plummer was born in Richmond,
+Indiana, in 1856, was graduated from the Friends' Academy there,
+and was a special student at Wellesley College, 1881-1882. She
+entered the "first class of the first library school," and in
+1888 became a certified graduate of the Library School of
+Columbia College. For the next two years she was the head of the
+Cataloguing department of the St. Louis Public Library. She was
+Librarian of the Pratt Institute Free Library from 1890 to 1904,
+and Director of the Pratt Institute of Library Science until
+1911. She then became Principal of the Library School of the New
+York Public Library, the position she held until her death in
+1916. Miss Plummer was President of the A. L. A. in 1915-1916.
+She contributed many articles to library periodicals, and has
+written numerous books, several of which are for children.
+
+
+It is so early in the movement for children's libraries that by
+taking some thought now it would seem possible to avoid much
+retracing of steps hereafter, and it is for this reason that even
+at this early day a comparison of experiences and theories by
+those libraries which have undertaken the work is desirable and
+even necessary. It is as well, perhaps, to begin with a few
+historical statistics, gathered from questions sent out last
+December and from perusal of the Library Journal reports since
+then.
+
+Many libraries, probably the majority, have had an age-limit for
+borrowers, and the admission of children under 12 to membership
+is of comparatively recent date. The separation of children from
+the adult users of the library by means of a room of their own
+was probably originated by the Public Library of Brookline, which
+in 1890 set aside an unused room in its basement for a children's
+reading-room. In 1893 the Minneapolis Public Library fitted up a
+library for children, from which books circulate also, where they
+had (as reported in December, 1896) 20,000 volumes, the largest
+children's library yet reported. In 1894 the Cambridge Public
+Library opened a reading-room and the Denver Public Library a
+circulating library for children. An article on the latter
+undertaking may be found in the Outlook for September 26, 1896.
+In 1895 Boston, Omaha, Seattle, New Haven and San Francisco, all
+opened either circulating libraries or reading-rooms for
+children, and in 1896 Detroit, Buffalo, Pittsburgh, Pratt
+Institute of Brooklyn, Everett (Mass.) and Kalamazoo (Mich.)
+followed suit. The libraries of Circleville (O.), Milwaukee,
+Cleveland, and Helena (Mont.) are all projecting plans for the
+same, and probably this year will show a notable increase. The
+new Public Library of Chicago has made no especial provision for
+children, from the fact that its situation in the heart of the
+business district of the city will prevent many children from
+coming to it, but provision of some sort will be made for them at
+the various branch reading-rooms throughout the city. In the new
+building of the Providence Library considerations of cost made it
+necessary to give up the addition of a children's library, a
+matter of great disappointment to every one.
+
+From all these libraries except the last two, reports were
+received by us in December, 1896, on comparing which we found
+considerable similarity of usage, though as there had been but
+little in print on the subject up to 1896 this probably arose not
+from communication between the libraries but from the fact that
+like circumstances and causes produced like effects in different
+places.
+
+Of the 15 libraries reporting, 11 circulated books from the
+children's room, three making an age-limit for this, while the
+four remaining contented themselves with giving the children a
+reading-room, in which a number of books--about 300--were placed,
+for reading on the premises. The temptation for a child who
+becomes interested in a book, to carry it off when closing- hour
+comes, in order to finish it, is a strong one, and of these four
+libraries one reported 35 books missing in its first six months,
+or over one-tenth of its stock. Two others which circulate from
+open shelves to all borrowers lost 100 children's books in a
+little over 12 months. A number of others reported that as yet
+they had taken no inventory of the books in the room, and were
+evidently willing that ignorance should remain bliss a little
+longer. Several report that very few books are unaccounted for,
+and one or two that not a book has been taken. Free access to the
+children's books is allowed in all the 15, and in about half of
+them the room is open all day, and in two cases in the evening
+also.
+
+The number of volumes shelved ranges all the way from 300 to
+20,000, the average number being from 3,000 to 4,000. An age-
+limit for the use of the room is set by seven libraries, three of
+these making the limit for circulation only, while eight admit
+children of any age, and doubtless make provision for the very
+youngest The circulation of these rooms that lend books ranges
+from 65 to 350 as a daily average, frequently exceeding this. As
+a rule, one attendant is kept in the room, with assistance when
+necessary, two libraries only reporting two regular assistants
+and the Boston Public Library three. The Detroit Library has two
+attendants in order to give the children personal attention. The
+library at Kalamazoo has for one of its assistants a trained
+kindergarten. Eight libraries report no reference-books on the
+children's shelves and the majority of the others only a few such
+works. The largest number of periodicals taken appears to be our
+own list of 10, though by this time the libraries reporting in
+1896 may have increased their number. Instead of taking a
+variety of periodicals, they seem to prefer duplicating a few
+favorites. One library reports a number of copies of Puck taken
+for children, the wisdom of which I should doubt, and two
+subscribe for Golden Days. The Minneapolis Library circulates 10
+copies of St. Nicholas. The Boston Public Library, having a large
+foreign clientele among children as well as adults, takes one
+German and one French periodical for them. In the Detroit Library
+the Scientific American is on the list, and in our children's
+library we take a copy of Harper's Weekly.
+
+A number of libraries report crowding and lack of time and space.
+In one no periodicals can be kept in the children's library,
+because there is no room for the children to sit down to read
+them. Another reports as many as 75 children frequently in the
+room at once, a third that the room is so full children have
+often to be sent out, and a fourth, which at the time was only a
+reading-room, that the attendance was so large very little could
+be done except to keep order. Most of the libraries report a fair
+proportion of foreigners among the children, and one speaks of
+having many colored children among the readers.
+
+Turning from these reports to a general consideration of the
+subject, we must admit, first, that a definite decision as to the
+object of a children's library is the first thing needful.
+
+This decision will doubtless vary in different libraries, and the
+results will differ accordingly, but almost any decision is
+better than none, since one cannot be arrived at without giving
+much thought to the subject, and the desirable thing is that the
+work should be entered upon thoughtfully.
+
+We have passed the time when reading in itself was considered a
+vast good. The ability to read may easily be a curse to the
+child, for unless he be provided something fit to read, it is an
+ability as powerful for evil as for good. When we consider the
+dime-novels, the class of literature known as Sunday- school
+books, the sensational newspapers, the vicious literature
+insinuated into schools, and the tons of printed matter issued by
+reputable publishers, written by reputable people, good enough in
+its intention but utterly lacking in nourishment, and, therefore,
+doing a positive harm in occupying the place of better things--
+when we consider that all these are brought within a child's
+reach by the ability to read, we cannot help seeing that the
+librarian, in his capacity as selector of books for the library,
+has the initial responsibility. Certain classes of the printed
+stuff just spoken of do not, of course, find their way into
+children's libraries, since they are barred out from all
+respectable shelves; but we are still too lenient with print
+because it is print, and every single book should be carefully
+examined before it goes into a library where children should have
+access to the shelves.
+
+But given an ideal selection of books, or as near it as we can
+get and still have enough books to go around, is just the reading
+of them--that is, the passing of the eye over the types, gaining
+a momentary impression--the most desirable thing to be got out of
+them? Are there not here and there children who are reading to
+the lasting detriment of their memories and powers of observation
+and reflection, stuffing themselves with type, as it were? Nearly
+every observant librarian knows of such cases. Are there not days
+when the shining of the sun, the briskness of the air, the
+greenness of the turf and of the trees, should have their
+invitation seconded by the librarian, and the child be persuaded
+AWAY from the library instead of TO it? We are supposed to
+contribute with our books toward the sound mind, but we should be
+none the less advocates of the sound body--and the child who
+reads all day indoors when he ought to be out in the fresh air
+among his kind, should have our especial watching.
+
+But, granted the suitable book and the suitable time for reading,
+what do we know of the effect our books are having? We count our
+circulation just the same whether a book is kept two days--about
+long enough for the family to look at the pictures-- or a week.
+Whether it has been really read we do not know. Sometimes I think
+those pencilled notes on the margin, recording the child's
+disgust or satisfaction, should have more meaning for us than
+they do. At least, they prove that the book has taken hold of the
+reader's imagination and sympathies. Don't let us be too severe
+with a criticism written in the honest feeling of the moment (if
+it be in pencil); we are really gathering psychological and
+sociological data for which the child-study clubs would thank us,
+perhaps.
+
+I see only one way in which we can be enabled to estimate fairly
+the value of what we are doing, and that is by so gaining the
+good-will and confidence of the children as to get them to answer
+our questions as to their reading or to tell us of their own
+accord what they get from it. From this information we may make
+our inferences as to the value of our books in themselves, and
+may be enabled to regulate their use. A child whose exclusive
+diet is fairy-tales is evidently over-cultivating the
+imagination; a girl who has outgrown children's books and dipped
+into the premature love-stories that are written for her class
+needs our most careful guidance; a boy whose whole thought is of
+adventure, or who cannot read anything but jokes, is also in a
+critical condition.
+
+In short, the judicious regulation of the children's reading
+should be made practicable for the librarian, if the children's
+library is to be the important agency in education which it may
+be made.
+
+In regard to the desirability of amusements in the library, I own
+that I am somewhat sceptical. The library has its own division of
+labor in the work of education, and that division is the training
+of the people to the use and appreciation of books and
+literature. An argument in favor of games is that they draw in
+children who might not otherwise come, but I should fear they
+would be drawn in finally in such crowds as to be unmanageable.
+Books properly administered should have the same drawing power,
+and their influence, once felt, is toward quietness and thought,
+rather than toward activity and skill with the complications of
+dispute and cheating that may arise from the use of games.
+Children are natural propagandists. Let one child find that at
+the children's library he may select his own books from a
+good-sized collection, may find help in his composition-work, the
+news of what is going on in the world in the shape of an
+attractive illustrated bulletin-board, different every week--and
+tomorrow 10 children will know of it, and each of these will tell
+other 10, and so on. The library will have all the children it
+can attend to eventually, and they will have come gradually so
+that the assistants shall have been able to get a proper grasp of
+the situation, while the earlier children will have been somewhat
+trained to help, like the elder brothers and sisters in a family.
+
+Certain freedoms may be granted in the children's library as an
+education for the adult constituency of the future; for instance,
+the guarantee may be done away with, thus putting the child on
+his honor to pay his own fines and damages--the only penalties
+for not doing so being those which society naturally inflicts on
+offenders--the debarring from privileges and from association. If
+there is nothing injurious or doubtful on the shelves, freedom in
+choice of books may be allowed to the smallest child, only he
+must know that help and guidance are at hand if he wishes them,
+and if a tendency to over-read in any one direction or in all is
+noticed, the librarian should feel at liberty to make
+suggestions. And as to freedom of action, the maxim should be
+that one man's liberty ends where another man's begins. No child
+should be allowed to disturb the room or to interfere with the
+quiet of those who are studying, for many children, more than one
+would think, really come to study. But the stiffness and enforced
+routine of the school-room should by all means be avoided. There
+should be no set rules as to silence, but consideration for
+others should be inculcated, and in time the room will come to
+have a subduing, quiet atmosphere that will insensibly affect
+those who enter. Whispering, or talking in a low tone, where
+several little heads are bent together over picture-books, is
+certainly admissible, and the older heads are very soon quiet of
+their own accord, each over its own book or magazine.
+
+After the selection of the books themselves there is nothing so
+important as thoughtful administration, a practical question,
+since the employment of assistants comes in under this head.
+Educators have for some time seen the mistake of putting the
+cheapest teachers over the primary schools--kindergartners have
+seen it--and it remains for the library to profit by their
+experience without going through a similar one. If there is on
+the library staff an assistant well read and well educated,
+broad- minded, tactful, with common sense and judgment,
+attractive to children in manner and person, possessed, in short,
+of all desirable qualities, she should be taken from wherever she
+is, put into the children's library, and paid enough to keep her
+there. There is no more important work in the building, no more
+delicate, critical work than that with children, no work that
+pays so well in immediate as well as in far-off results. Who that
+has met the fault- finding, the rudeness and coldness too
+frequent in a grown-up constituency, would not expand in the
+sunshine of the gratitude, the confidence, the good-will, the
+natural helpfulness of children! And it rests partly with the
+assistant to cultivate these qualities in them, and so modify the
+adult constituency of the future.
+
+I say THOUGHTFUL administration because the children's library is
+no sooner opened than it begins to present problems. Some of
+these are simply administrative and economic, others take hold of
+social and ethical foundations. There will be scarcely a day on
+which the librarian and the children's librarian will not have to
+put their heads, and sometimes their hearts, together over
+puzzling cases--cases of fraud, of mischief-making, of ignorant
+evil-doing, of inherited tendencies, physical, mental, and
+moral-- and sometimes it will seem as if the whole human creation
+were incurably ailing, and the doctrine of total depravity will
+take on alarming probability. But at this point some sound,
+smiling, active boy or girl comes in with a cheerful greeting,
+and pessimism retires into the background. And all this reminds
+me of one more quality which the children's librarian must
+have--a sense of humor. It is literally saving in some
+circumstances.
+
+Our own experience has led to the following suggestions, made by
+the children's librarian in our library to those who come in at
+given hours from the other departments to take her place or to
+assist her. It will be seen that most of them are the product of
+observation and thought arising from the daily evidence of the
+room itself:
+
+"Always tell a child how to fill out his application-blank, even
+when you are busy. Tell him just where to write his name in the
+register and stay near him till it is completed. Whenever it is
+possible, go to the shelves with a child who has just received
+his card of membership. Show him where different kinds of books
+are to be found. Ask him what kind of book he likes. Show him one
+or two answering to his description and then leave him to make
+his own selection.
+
+"Explain the routine carefully and fully to children just
+beginning to use the library.
+
+"Let no child sign the register, look at a book, receive or
+present an application, with soiled hands. Soiled and crumpled
+applications are considered defective and cannot be accepted.
+
+"Do not expect or demand perfect quiet. Frequent tapping upon the
+desk excites the children and betrays nervousness on the part of
+the person in charge. Let the discipline of the room seem to be
+incidental; let the child feel that it is first and foremost a
+library where books are to be had for the asking, and that you
+are there to make it easier to get them.
+
+"Never call children's numbers, but use their names if necessary,
+though a glance of recognition pleases them better. Do not force
+acquaintance. Children like it even less than grown people. Be
+sympathetic and responsive, but beware of mannerism or
+effusiveness. Remember, too, that questioning is a fine art, and
+one should take care not to offend.
+
+"Speed is not the first requisite at a children's desk. Children
+have more patience with necessary formalities than grown people.
+
+"Let some of the children help in the work of the room, but do
+not urge them to do so.
+
+"Avoid stereotyped forms of expression when reproving a child or
+conversing with him. Let him feel you are speaking to him
+personally; he will not feel this if he hears the same words used
+for 50 other boys."
+
+For evening work, when there is no circulation of books: "read to
+them sometimes; talk to them at others; and sometimes leave them
+quite alone. They are more appreciative when they find you are
+leaving work to give them pleasure than they would be if they
+found you were making their pleasure your work."
+
+These are a few of the instructions or suggestions consequent
+upon daily observation and experience. Doubtless every children's
+librarian could supplement them with many more, but they are
+enough to show what I mean by "thoughtful administration."
+
+Occasionally the librarian who serves children will have to take
+account of stock, sum up the changes for better or for worse in
+the use and treatment of the room, in the manners and habits of
+the children and in their reading. She will have to retire a
+little from her work, take a bird's-eye view of it, and decide if
+on the whole progress is making toward her ideal. Without
+identifying itself with any of the movements such as the
+kindergarten, child-study, and social settlement, without losing
+control of itself and resigning itself to any outside guidance,
+the children's library should still absorb what is to its purpose
+in the work of all these agencies. "This one thing I do," the
+librarian may have to keep reminding herself, to keep from being
+drawn off into other issues, but by standing a little apart she
+may see what is to her advantage without being sucked in by the
+draft as some enthusiastic movement sweeps by. Must she have no
+enthusiasm? Yes, indeed; but is not that a better enthusiasm
+which enables one to work on steadily for years with undiminished
+courage than the kind that exhausts itself in the great vivacity
+of its first feeling and effort?
+
+It will not be long after the opening of the children's library
+before an insight will be gained into domestic interiors and
+private lives that will make the librarian wish she could follow
+many a child to his home, in order to secure for him and his
+something better than the few hours' respite from practical life
+which they may get from the reading of books. When the boy who
+steals and the girl who is vicious before they are in their
+teens, have to be sent away lest other children suffer, it is
+borne in upon the librarian that a staff of home-missionaries
+connected with the library to follow up and minister in such
+cases would not be a bad thing--and she has to remind herself
+again and again that it is not incumbent on any one person to
+attempt everything, and that Providence has other
+instrumentalities at work besides herself. The humors of the
+situation, on the other hand, are many. The boys who, being sent
+home to wash their hands, return in an incredibly short time with
+purified palms and suppressed giggles, and on persistent inquiry
+confess, "We just licked 'em," present to one who is "particular"
+only a serio-comic aspect; and the little squirrel who wriggles
+to the top of the librarian's chair until he can reach her ear,
+and then whispers into it, "There couldn't be no library here
+'thout you, could there?" is not altogether laughable; but
+incidents of pure comedy are occasionally to be set over against
+the serious side.
+
+Last spring, with a view to gaining information directly in the
+answers to our questions and indirectly in the light the answers
+should throw on the character of the children, we chose 150 boys
+and girls who were regularly using the library and sent to them a
+series of questions to be answered in writing. They were
+apparently greatly pleased to be consulted in this way, and it
+seemed to us that very few of the replies were insincere in tone,
+or intended merely to win approbation. From the 100 replies worth
+any consideration I have drawn these specimen answers:
+
+One of the first questions we asked was, "How long have you been
+using the library?" Of 100 who answered, 25 had used the library
+more than six months, 33 more than a year, 22 more than two
+years, 11 more than three years, nine more than four years, and
+one six years, since books were first given out to children. Many
+children first hear of the library when they are 13 and over, and
+after 14 they have the use of the main library, so that in their
+case the time of use is necessarily shorter. However, if a child
+has not done with the children's library by the time he is 14, we
+allow him to continue using it until he wishes to be transferred.
+
+Of 100 children, 68 reported that other members of their families
+used the library, while 32 reported themselves the only
+borrowers. This is interesting in connection with their answers
+to the question, "Does any one at home or at school tell you good
+books to read?" 71 reported yes and 29 no, about the same
+proportion. In many families the parents are of a mental calibre
+or at a stage in education to enjoy books written for children,
+and we have found that children often drew books with their
+parents' tastes in view. One little girl whose own tastes led her
+to select a charming little book on natural history was sent back
+with it by an aunt who said it was not suitable and requested
+one of the semi-demi-novels that are provided for quite young
+girls, as being much more appropriate. The difficulty in keeping
+"hands off" in a case where grown people are thus influencing
+children injuriously can be fully appreciated only by one who
+knows and cares for the children.
+
+Fifty-seven children reported that they were read to at home or
+that they read to their younger brothers and sisters, while 43
+stated that their reading was a pleasure all to themselves. The
+large number who shared their reading was a pleasant surprise to
+us, evincing a companionship at home that we had hardly
+anticipated.
+
+Twenty-eight children stated that they preferred to have help in
+selecting their books, 63 that they preferred to make their own
+choice, while nine said it depended. 49 said that they came to
+the library to get help in writing their compositions or in other
+school-work, while 51 said they did not, one proudly asserting,
+"I am capable of writing all my compositions myself," and
+another, seeming to think help a sort of disgrace, "I do not come
+to the library for help about anything at all."
+
+Seventy out of the 100 children answering used no library but
+ours--the others made use of their Sunday-school libraries also.
+
+An inquiry as to the books read since New Year's, the questions
+being sent out in May, brought out the fact that an average of
+six books in the four and a half months had been read--not a bad
+average, considering that it was during term-time in the schools,
+when studies take up much of the child's otherwise spare time.
+Boys proved to prefer history and books of adventure, travel and
+biography, to any other class of reading; girls, books about boys
+and girls, fairy stories and poetry. The tastes of the boys on
+the whole were more wholesome, and the girls need most help here.
+It is not at all unlikely that it is chiefly the wars and combats
+in history which make it interesting to the boys, as they seem to
+go through a sanguinary phase in their development that nothing
+else will satisfy; but many of them will get their history in no
+other way, and since wars have been prominent in the past it is
+of no use to disguise the fact. Fairness to both sides would
+seem to be the essential in the writing of these children's
+histories and historical tales, since the ability to stop and
+deliberate and to make allowances is rare even in grown people
+and needs cultivation.
+
+The question as to the best book the child had ever read brought
+in a bewildering variety of answers, proving beyond a doubt that
+there had been no copying or using of other children's opinions.
+While no list can be given, the reasons they offered in response
+to a request for them were often interesting. Girls wrote of
+"Little women": "It is so real, the characters are so real and
+sweet." "I feel as if I could act the whole book." "This story
+has helped me a very great deal in leading a better and a happier
+life." "It shows us how to persevere," etc. Boys like "The Swiss
+family Robinson" "because it describes accurately the points of a
+shipwreck and graphically describes how a man with common sense
+can make the best of everything." Another, "because it shows how
+some people made the most of what they had." Another, "It shows
+how progressive the people were." One liked "Uncle Tom's cabin"
+"because it describes life among the colored people and shows
+how they were treated before the war"; another, "because it is a
+true story and some parts of it are pitiful and other parts are
+pleasant." A boy of 12 says of "Grimm's fairy tales," "They are
+interesting to read, and I learn there is no one to give you
+wings and sandals to fly--you have to make your own." Another
+likes "John Halifax" "because it tells how a boy who had pluck
+obtained what he wanted and made his mark in the world." "Pluck,"
+I imagine, in a boy's mind stands for the old virtue of the
+poets, "magnanimity," that included all the rest. Harper's
+story-books are still read and appreciated "because they tell me
+about different kinds of people's ways, about animals, and a
+little about history." Another child "learned games out of them,
+and how to tell the truth and the use of the truth."
+
+A child of eight puts in a pathetic plea worth considering for
+the Prudy books, "because I understand them better than any books
+I have read." An incipient author says that she uses the library
+because "I make a good deal of stories and find pretty ideas."
+
+Perhaps the most enlightening replies came in answer to the
+question, "Can you suggest anything which would make the library
+more interesting that it is now?" One delightfully reassuring boy
+says, "I like the children's library to stay just the same, and a
+boy who never went there would like it. I'll bring more boys."
+"Pictures of art" are requested, and "a set of curiosities from
+all parts of the world." As we regard the children of all
+nationalities and types crowding about the desk on our busy days
+we sometimes think we already have this latter item. "A prize for
+the best story every month." "More histories." "Pictures of noted
+men on the walls." "More fairy-tales." "More magazines." "Books
+showing how to draw." "A pencil fastened to each table." "Stories
+in Scottish history." "More books of adventure." "More funny
+books." "A chart of real and genuine foreign stamps." "Lectures
+for children between 10 and 14, with experiments accompanying
+them." "A one-hour lecture once a week by noted men on different
+subjects." "A book giving the value of celebrated paintings."
+"More books. The shelves look bare," as indeed they do after a
+rush-day. "Rules to keep the children in order," from a
+nine-year-old who has doubtless suffered. "Not to be disturbed by
+other boys for unknown crimes," says one mysterious victim of
+something or other. "Historical fiction." "Catholic books."
+"Tanks with fishes, in the windows." "An aquarium; children would
+enjoy seeing pollywogs change to frogs every time they came to
+the library." This is the comment of a little girl, I am glad to
+say. "School-books." "More amusement for little children." This
+was before we bought our linen picture-books. And the "Elsie
+books," and Oliver Optic, and Castlemon are vainly desired by two
+or three. The general sentiment is pretty well voiced by one
+child who says, "The library is just perfect in about every
+respect."
+
+We feel that with this enumeration of desiderata, the children's
+library has its work cut out for it for some time to come, and
+that these evidences of the children's likings and needs have
+removed a certain vagueness from our ambitions. With lectures and
+experiments, reading clubs, and possibly original stories, in
+contemplation, there is no danger of rust from inaction,
+especially as to obtain any one of these there are serious
+obstacles to overcome. But always and everywhere the library
+should put forward its proper claim of the value and use of the
+book--though in the word book I by no means include all that goes
+under the name. If there are lectures with experiments or
+lantern-slides, they should be attended by information as to the
+best literature on the subject and the children encouraged to
+investigate what has been printed, as well as to take in through
+the ear. There is no "digging" in lecture-going, and it is
+"digging" that leaves a permanent impression on the mind. The
+lecture should stimulate to personal research. From reading aloud
+together at the library in the evening, reading clubs may come to
+be formed, each with a specialty, decided by the tastes of the
+members. The writing of stories, particularly if the library
+selected the subject, might be made the occasion of the use of
+histories, biographies, travels, etc. Quiet games in the evening
+for the older children, of a nature to require the use of
+reference-books, would be strictly within the library's province.
+Personal talks with the children about their reading, if
+judiciously conducted, are always in order. With a generation of
+children influenced in this way to use books as tools and a
+mental resource as well as for recreation, and to find recreation
+only in the best-written books, the library constituency of the
+future would be worthy of the best library that could be
+imagined.
+
+The bulletin-board is attracting attention generally as a means
+of interesting children in topics of current interest, and such a
+periodical as Harper's Weekly is invaluable when it comes to
+securing illustrations for this purpose. Sandwiched in among the
+pictures, we have occasionally smuggled in a printed paragraph of
+useful information or a set of verses, and our latest move, to
+induce more general reading of the periodicals, has been to
+analyze their contents on the bulletin, under the head of
+"Animals," "Sports," "Engines," "Short stories," "Long stories,"
+etc. Boys who "know what they like" are beginning to turn to this
+analysis to see if there is anything new on their favorite topic
+and to explain the workings of the board to other boys, and the
+desired end is gradually being brought about. As the references
+are taken down to make way for new ones, they are filed away by
+subject, making the beginnings of a permanent reference list.
+
+Birds, the new magazine with its colored plates, is a boon for
+the children's room, The Great Round World is good for the
+assistant-in-charge and the teachers who come to the room, as
+well as for the children.
+
+In order to add to the number of books without overstepping our
+rules as to quality, we are beginning, though not yet very
+systematically, to look over the works of certain authors of
+grown-up books with a view to finding material that can be
+understood sufficiently by children to interest them. A number of
+Stevenson's books can be given to boys and girls, and we hope to
+find many others. Most children, I think, read books without
+knowing who has written them, and if we can induce them to learn
+to know authors and can interest them in a writer like Stevenson,
+we can feel fairly secure that they will not drop him when they
+are transferred from the children's room to the main library.
+
+Perhaps it is best always to have a working hypothesis to begin
+with, in children's libraries as elsewhere; but we can assure
+those who have not tried it that facts are stubborn things, and
+the hypothesis has frequently to be made over in accordance with
+newly-observed facts, and theories may or may not be proven
+correct. The whole subject is as yet in the empirical stage, and
+the way must be felt from day to day. If the children's librarian
+lives in a continual rush, what "leisure to grow wise" on her
+chosen subject does she have? and if she is hurried constantly
+from one child to another, what chance have the children for
+learning by contact with the individual? which, as Mr. Horace E.
+Scudder truly says, is the method most sure of results. This
+contact may be had most naturally, it seems to us, through the
+ordinary channels of waiting on the children, provided it is
+quiet, deliberate waiting upon them. We go out of our way to
+think out new philanthropies and are too likely to forget that,
+as we go about our every-day business, natural opportunities are
+constantly presenting for strengthening our knowledge of and our
+hold upon the people who come to us--who are sent to us, I might
+almost say.
+
+The registry and the charging-desks offer chances for
+acquaintance to begin naturally and unconsciously and for much
+incidental imparting of seed-thoughts. And it is in these
+every-day chances, if appreciated and made the most of, that the
+work of the children's library is going to tell. The necessity of
+especial training in psychology, pedagogy, child study, and
+kindergarten ideas, has been treated of recently in a paper
+before the A. L. A. There is no doubt that the "called" worker in
+this field will be better for scientific training, but let him or
+her first be sure of the call. It is quite as serious as one to
+the ministry, if not more so, and no amount of intellectual
+training will make up for the lack of patience and fairness and
+of a genuine interest in children and realization of their
+importance in the general scheme.
+
+To sum up, the requisites for the ideal children's library, as we
+begin to see it, are suitable books, plenty of room, plenty of
+assistance, and thoughtful administration. Better a number of
+children's libraries scattered over a town or city than a large
+central one, since only in this way can the children be divided
+up so as to make individual attention to them easy. But if it
+devolves upon one library to do the work for the entire town, and
+branches are out of the question, something of the same result
+may be obtained by providing at certain hours an extra number of
+assistants. I can imagine a large room with several desks, at
+each of which should preside an assistant having charge of only
+certain classes of books, so that in time she might come to be an
+authority on historical or biographical or scientific or literary
+books for children, and the children might learn to go to her as
+their specialist on the class of books they cared most for.
+Perhaps this may sound Utopian. I believe there are libraries
+present and to come for which it is entirely practicable.
+
+
+ THE GROWING TENDENCY TO OVER-EMPHASIZE THE CHILDREN'S SIDE
+
+
+An investigation of rural libraries in North Carolina and of
+library work with children in Boston and New England towns led
+Miss Caroline Matthews, a member of the Examining Committee of
+the Public Library of Boston to believe that "exaggerated leaning
+toward one phase of library work must throw out of the true the
+work as a whole." The following paper explaining her conclusions
+was read before the Massachusetts Library Club in October, 1907.
+
+Caroline Matthews was born in Boston in 1855. She has contributed
+articles to the Educational Review and to the Atlantic Monthly.
+Miss Matthews is at present living in Switzerland.
+
+
+I have been asked to speak on this subject, not because I have
+professional or technical knowledge of the subject to be
+discussed, but rather because I have not. This does not mean that
+I have no knowledge whatever of this or other phases of library
+work. It simply means that the little knowledge I do possess is
+non-professional, and that my impressions, points of view,
+conclusions, are wholly those of an outsider.
+
+Up to three years ago I had had no connection with public
+libraries beyond being an occasional borrower of books. Then
+suddenly, through making a comparative study of the financing of
+public school systems here and in France, I found myself in touch
+with the public schools of an American city, and through them
+with the school deposits of the Public Library of the same city.
+Even so, I did not come in touch with the library side of the
+work. It was always the school or teachers' side, or the pupils'
+side, never any other.
+
+The second year I became a member of the Examining Committee of
+the Public Library of the city of Boston. My position on this
+committee for my first year of service was a minor one. There was
+never anything very important to do, certainly not enough to keep
+up one's interest to the point of being a live interest.
+Moreover, I spent the winter away from town. But I had the great
+good fortune to pass it in the mountains of North Carolina. There
+I lived for weeks at a time in the homes and cabins of the
+mountain whites. I knew the men their wives, their children. I
+visited the logging camps, the mines, the missions, the mills,
+the schools. The life was rough, but it was worth while. It gave
+me an intimate knowledge of the social surroundings of the
+people, and I found the one vital problem, the problem touching
+the citizen the nearest, to be that of the rural school, and
+affiliated with the rural school, though affiliated in a crude
+way, was the library.
+
+Thus, for the second time in my life, I came into contact with
+the library by means of the school. This coincidence led me to
+think, and I reasoned out that library workers North and South
+must be working along similar lines toward unity in practice.
+Both were doing educative work. And both, apparently, had the
+same goal--the reaching of the parent or adult through the child
+or through child growth.
+
+How far such work was legitimate work, how far such work had
+intellectual or educational value, how far such work lacked or
+had balance, I now wished to determine. To do this it was
+necessary to assume some line of active investigation; also to
+study results from the standpoint of the library, as well as from
+that of the school and the citizen.
+
+There was no need to search for a subject. I had it at hand.
+Living as I did with the people I found myself in the very center
+of the rural library movement--a movement so splendid in
+conception; so successful in results, if statistics are credited;
+so direct as to method, the entire appropriation being expended
+on but two things, books and bookcases; so naively simple as to
+administration, there being neither librarians, libraries, or
+pay-rolls--that a study of it could not fail to prove helpful.
+
+What were the actual conditions? First, the name "rural
+libraries" I found a misnomer. It in no sense represents facts.
+The words imply community interests, interests alike of adult and
+child, whilst the reality is that these libraries are simply
+school deposits, composed wholly of "juvenile books," graded up
+to but not beyond the seventh grade. When one realizes that these
+books reach a total of 200,000 volumes, that they are sent to
+people living in scattered communities strung shoe-string fashion
+high along mountain ridges--back and apart from civilization-- to
+a people of rugged character, demanding strength in books as in
+life, capable of appreciating strength, one sees what a
+stupendous opportunity for community uplift has been wasted, and
+one stands aghast at the folly, economic and intellectual, of the
+limitations imposed. Why should children alone be considered? And
+if they alone are to be considered why should they be fed nothing
+but "juvenile" literature? It is both over-emphasis and false
+emphasis of the most harmful kind.
+
+Second, far and away the most interesting phase of this library
+work in North Carolina is that the whole movement lies outside of
+the hands of professionally trained librarians. To understand why
+this is so it is necessary to turn to the Department of
+Education. Education in North Carolina is a state affair and
+centralized, the state being for all practical purposes
+autocratic in every educational matter. Decentralization has set
+in to the extent of admitting local taxation; otherwise
+education in North Carolina to-day is as highly centralized as it
+is in France. There is no difference whatever between the power
+of the State Superintendent of Public Instruction at Raleigh,
+and that of the Minister of Public Instruction in France. Such
+being the case it is but natural that the rural library movement
+should be absorbed by the state, incorporated into the Department
+of Education, and administered by the State Superintendent of
+Public Instruction. Neither would it be wise to change this. It
+would be wise, however, to appoint as one of the county
+superintendents of public instruction a trained librarian, having
+as his charge the entire supervision and administration of
+library interests.
+
+Third, all responsibility for the care of these libraries rests
+with teachers. The teachers should never have such
+responsibility. It is entirely beyond and outside of their proper
+work. I feel sure that this problem of how to care for school
+deposits of library books, a problem which is an issue North as
+it is South, is not so difficult of solution as library workers
+would have us believe. Disabuse yourselves of the notion that it
+is the teachers' work, and a way out of the difficulty will be
+found.
+
+Fourth, not only is there a growing dissatisfaction with the
+library act as administered, but there is actually active
+opposition to it--on the part of some teachers, and on the part
+of certain public-spirited citizens. So much so is this a fact
+that a counter movement is already in progress. This consists in
+the establishment of rural libraries by private gift, by the
+citizens at large, and by certain societies. Tryon has such a
+library, a delightful building with two rooms and an ample
+supply of standard books; Lenoir has one; Boone has one. Yet
+these are small towns, two of them not exceeding 300 inhabitants
+each. An interesting feature of one of these libraries is that it
+serves largely as a social center for community life. Afternoon
+tea is served in it; musicals held; club papers read; even the
+Woman's Exchange meets and exhibits once a week. I had no means
+of discovering how general this movement was, nor yet of
+determining the ratio of emphasis laid on the social side of the
+work. But I want you to note one point--the movement starts with
+the adult and with standard works, and only by means of the
+adult, or through the parent, is the child reached. It is the
+exact antithesis of the state movement.
+
+Fifth, the libraries are neglected. In no school did I find a
+well-appointed one, and where there were bookcases they were
+tucked aside in corner or entry, thick with dust, unused.
+
+The state statistics as to the growth of this movement ignore
+absolutely the facts I have mentioned. Therefore, I claim that in
+no true sense are these statistics representative. The movement,
+however, has interest. It is alive. It is sweeping through the
+state. It spends thousands of dollars a year. It concerns itself
+wholly with children. These are its characteristics. There can be
+no two opinions as to its lack of balance, for the adult is not
+even considered. There can be no two opinions as to its
+intellectual and educational values. Buying only "juvenile
+literature" they are of the smallest. There can be no two
+opinions as to its morality: the people are taxed, yet only a
+fraction of the people, only those who have children below the
+seventh and above the first grades, receive a return.
+
+How far North Carolina was seeking guidance of the North, how far
+the North was also over-emphasizing, if it was, the children's
+side in library work, I next wished to determine.
+
+This brought me back to Boston, and to my second and final year
+of service on the Examining Committee. The chairmanship of the
+sub-committee on branches gave me opportunity for studying
+library work as it touched the child and the school in cities.
+This I supplemented by a less intensive study of library
+conditions in towns, in Massachusetts, Connecticut, New
+Hampshire, seeking to make my knowledge comprehensive.
+
+The first impression I received was that of the many
+interpretations put upon library work. These were almost as
+numerous as were the librarians and custodians. Viewing the work
+as a whole such divergence in practice seemed an error. There is
+power in unity; results worth while follow. There is loss in the
+frittering away of time caused by casual experiment; moreover, it
+bears heavily on the child. To this you may be inclined to answer
+that social and moral conditions vary so in each city and town
+that the individual condition must be faced individually.
+Granted, but not to the extent you might wish. To illustrate:
+there is wisdom in allowing a certain station of the Boston
+system complete liberty of action. But the situation at this
+station is unique. It could not be duplicated even in Boston. The
+work is in the hands of a skilled leader, and it forms part of a
+large private work, financed by a philanthropist noted for
+leadership in wise experimentation. The library shows breadth in
+accepting the situation. But it is not wisdom to allow the
+introduction of the story hour, or, as is the case in a
+neighboring town, the throwing wide open of the children's room
+to tots so tiny that picture blocks have to be furnished them to
+play with--before the educational authorities have pronounced
+such work necessary and just.
+
+I next noticed and with some alarm the feminization of the
+library corps. And I confess that I see no remedy. The schools
+are facing the same difficulty, but eventually it will be solved
+for them in the raising of certain salaries to a man's standard.
+This is not likely to happen in library work. Consequently we
+have this feminization to reckon with, and to me it is an active
+factor in the diversity of library practice to which I have
+referred, for women far more than men are prone to indulge
+individual fads.
+
+A third impression was the lack of fitness of some library
+workers for their posts. This is particularly unfortunate when it
+occurs in a children's room. Unless the person in charge possess
+the requisite qualifications, better far close the room. The
+fault lies perhaps with the colleges offering library courses. It
+may well be that the training in these should be more specialized
+than it is. Take the case of a student intending to pursue a
+given line of work--say children's departments. Something
+definite should be offered her, something corresponding in worth
+to the graduate courses in practice and observation offered
+students of education in departments of education at
+universities. This is a practical suggestion; it only requires on
+the part of colleges and libraries similar agreements to those
+already existing between universities and schools. A second phase
+of this question is that of libraries whose employees are not
+drawn from library schools or colleges, but who reach the several
+posts by a system of promotion based on efficiency and faithful
+service. Is there any reason why employees of such a system,
+specializing in children's work should not serve an
+apprenticeship in the children's department at central and be
+required to return to it again and again for further instruction?
+As far as I know the heads of these children's departments have
+no duties of this kind. But would not the value of a library
+corps be increased tenfold if they had? They seize eagerly the
+opportunity to go out and instruct the teacher, to go out and
+instruct the parent. They have classes for the schools in the use
+of the library. But they neglect utterly the training of the
+library employee who is to serve as assistant first, as chief
+later, in the children's room at branch or station. Yet the
+knowledge acquired by only one day of observation under skillful
+guidance in the children's department at central would prove
+invaluable to these women. Broaden the training given employees,
+and centralize experimentation.
+
+I found no TRUE affiliation with the schools. There was none in
+North Carolina; there is none here. In countless ways the library
+and the school are overlapping. Why there should not be a clearer
+vision as to what is library work and what is school work is
+incomprehensible to an outsider.
+
+I grew to have a horror of children's rooms--as distinct from
+children's departments. Intellectually, physically, morally, I
+believe them harmful. Neither can I see their necessity.
+
+As regards classification of books, I received the impression
+that the broad division into "adult" and "juvenile" is too
+dogmatic, too arbitrary. Whatever other forms or divisions are
+necessary, this particular one should be abolished. It lowers the
+intellectual standing of the library with the community.
+
+The splendid character of library work in tenement districts
+stood out strongly. It is vigorous, alive, with an
+ever-broadening opportunity.
+
+More vivid, however, than any other impression, stronger still,
+was that of the time and thought and care bestowed on the Child.
+Everywhere, in city, town and suburban library, the effort to
+reach the Child is apparent. Special attendants are in readiness
+to meet him the instant he comes into reading room and station
+after school hours. Thoughtful women are assigned to overlook and
+guide his reference work. Entertainment is offered him in the
+form of blocks to play with, scrap-books to look at, story hours
+to attend. Books specially selected with regard to his supposedly
+individual needs are placed on the shelves. Picture bulletins are
+made for his use in the schools. Where he is not segregated he is
+allowed to monopolize tables and chairs. I find no corresponding
+effort made to reach the adult, to reach the young mechanic, to
+draw to the library the parent. I at times wonder whether
+librarians and custodians are even aware that exaggerated leaning
+toward one phase of library work must throw out of the true the
+work as a whole.
+
+Nothing has astonished me more than this new development in
+library practice--the placing of the child in importance before
+the adult. The old belief that the library is primarily for
+adults and only incidentally for children still holds good at the
+central buildings of large city public library systems. In these
+we find the children's department only one of many
+departments--the child always subordinate, the adult
+dominant--the result of a well balanced, admirable whole, each
+unit in its proper place, all forces pulling together. I fail to
+see why the same relative balance should not be maintained
+throughout the entire system, from branch to station, not always
+in kind and measure, but approximately.
+
+A second thought to which I cannot adjust myself--is that of the
+parent as a factor in school and library work. The parent
+believes in the public school, and he pays heavily in taxes for
+the education of his children by means of it. The parent believes
+in the establishment of public libraries and he pays heavily in
+taxes for their equipment. Both sums raised are sufficiently
+generous to enable school and library to furnish trained,
+capable, efficient teachers and librarians. Such being the case
+does not the parent show intelligence in turning over to the
+public care the direction of his children's education and
+reading? Is he not justified in so doing? Why then should he be
+held ignorant or selfish? Eliminate the parent as a factor in
+library practice. Give the children quality in books. Strike off
+50 per cent., if you only will, of the titles to be found on the
+shelves of children's rooms. Substitute "adult" books, and you
+will not need to appeal to the parent to guide the child's
+choice.
+
+That there is similarity of practice in library work, in North
+Carolina and here, you can hardly deny. Point by point, in so far
+as the work relates to the child, the problems are mutual. Their
+solution lies in the getting together of school and library
+authorities, and the setting aside of the modern thought that
+library work is primarily educative and primarily for the child.
+Let the schools educate the children; and, if you can, let the
+adult once more dominate in library practice. You will then have
+a well-balanced whole, free from over-emphasis on the child's
+side.
+
+
+ LIBRARY WORK WITH CHILDREN
+
+
+A conception of the meaning and the possibilities of children's
+work interpreted by means of present day social and industrial
+conditions is given by Henry E. Legler, librarian of the Chicago
+Public Library, in a paper on "Library work with children," read
+at the Pasadena Conference of the A L. A. in 1911. Henry Eduard
+Legler was born in Palermo, Italy, June 22, 1861. He was educated
+in Switzerland and the United States. In 1889 he was a member of
+the Wisconsin Assembly; from 1890 to 1894 secretary of the
+Milwaukee School Board; from 1904 to 1909 secretary of the
+Wisconsin Library Commission, and since 1909 has been librarian
+of the Chicago Public Library. In 1912-1913 Mr. Legler was
+President of the A. L. A.
+
+
+Not long since a man of genius took a lump of formless clay, and
+beneath the cunning of his hand there grew a great symbol of
+life. He called it Earthbound. An old man is bowed beneath the
+sorrow of the world. Under the weight of burdens that seemingly
+they cannot escape, a younger man and his faithful mate stagger
+with bent forms. Between them is a little child. Instead of a
+body supple and straight and instinct with freedom and vigor, the
+child's body yields to the weight of heredity and environment,
+whose crushing influence press the shoulders down.
+
+In this striking group the artist pictures for us the world-old
+story of conditions which meet the young lives of one generation,
+and are transmitted to the next. It is a picture that was true a
+thousand years ago; it is a picture that is faithful of
+conditions today. Perhaps its modern guise might be more aptly
+and perhaps no less strikingly shown, as it recently appeared in
+the form of a cartoon illustrating Mrs. Elizabeth Barrett
+Browning's verse:
+
+ The Cry of the Children
+
+ Do ye hear the children weeping, O my brothers,      Ere the
+sorrow comes with years?  They are leaning their young heads
+against their mothers,      And THAT cannot stop their tears.
+The young lambs are bleating in the meadows,      The young birds
+are chirping in the nest,  The young fawns are playing with the
+shadows,      The young flowers are blowing towards the west--
+But the young, young children, O my brothers,      They are
+weeping bitterly!  They are weeping in the playtime of the
+others,      In the country of the free.
+
+ Do you question the young children in the sorrow,      Why their
+tears are falling so?  The old man may weep for his to-morrow
+ Which is lost in long ago;  The old tree is leafless in the
+forest,      The old year is ending in the frost,  The old wound,
+if stricken, is the sorest,      The old hope is hardest to be
+lost;  But the young, young children, O my brothers,      Do you
+ask them why they stand  Weeping sore before the bosoms of their
+mothers,      In our happy Fatherland?
+
+
+
+ Go out, children, from the mine and from the city,      Sing
+out, children, as the little thrushes do.  Pluck your handfuls of
+the meadow cowslips pretty,      Laugh aloud to feel your fingers
+let them through!
+
+
+Only in recent years has there grown into fulness a conception of
+what the duty of society is towards the child. For near two
+thousand years it was a world of grown-ups for grown-ups.
+Children there have been--many millions of them--but they were
+merely incidental to the scheme of things. Society regarded them
+not as an asset, except perhaps for purposes of selfish
+exploitation. If literature reflects contemporary life with
+fidelity, we may well marvel that for so many hundreds of years
+the boys and girls of their generation were so little regarded
+that they are rarely mentioned in song or story. When they are,
+we are afforded glimpses of a curious attitude of aloofness or of
+harshness. Nowhere do we meet the artlessness of childhood. In a
+footnote here, in a marginal gloss there, such references as
+appear point to torture and cruelty, to distress and tears. In
+the early legends of the Christians, in the pagan ballads of the
+olden time, what there is of child life but illustrates the
+brutal selfishness of the elders.
+
+Certainly, no people understood as well as did the Jews that the
+child is the prophecy of the future, and that a nation is kept
+alive not by memory but by hope. Childhood to them was "the sign
+of fulfillment of glorious promises; the burden of psalm and
+prophecy was of a golden age to come, not of one that was in the
+dim past." So in the greatest of all books we come frequently
+upon phrases displaying this attitude:
+
+"There shall yet old men and old women dwell in the streets of
+Jerusalem, and every man with his staff in his hand for very age.
+And the streets of the city shall be full of boys and girls
+playing in the streets thereof."
+
+"They shall remember me in far countries; and they shall live
+with their children."
+
+And most significant of all: "Suffer the little children to come
+unto me."
+
+In the centuries intervening, up to a hundred years ago, the men
+of pen and the men of brush give us a few touches now and then
+suggestive of childhood. However, they are observers rather than
+interpreters of childhood and its meaning. In the works of the
+great master painters, the dominant note is that of maternity, or
+the motive is devotional purely. Milton's great ode on the
+Nativity bears no message other than this. In the graphic tale
+that Chaucer tells about Hugh of Lincoln, race hatred is the
+underlying sentiment, and the innocence of the unfortunate
+widow's son appears merely to heighten the evil of his captors
+and not as typical of boyhood.
+
+Of the goodly company known collectively as the Elizabethan
+writers, silence as to the element of childhood is profound. In
+all the comedies and the tragedies of the greatest dramatist of
+all, children play but minor parts. In none of them save in King
+John, where historic necessity precludes the absence of the
+princes in the Tower, they might be wholly omitted without
+impairment of the structure. In the Merry Wives of Windsor,
+Mistress Anne Page's son is briefly introduced, and is there made
+the vehicle for conversation which in this age might be regarded
+as gross suggestiveness.
+
+True, that is a rarely tender passage in the Winter's Tale
+wherein Hermione speaks with her beloved boy, and the pathos of
+Arthur's plea as he asks Hubert to spare his eyes is of course a
+masterpiece of literature; these, however, the sum total of the
+great dramatist's significant references to childhood.
+
+In the great works on canvas, save where the Christ-child is
+depicted, may be noted that same absence of the spirit of
+childhood. Wealthy and royal patrons, indeed, encouraged great
+artists to add favorite sons and daughters to the array of
+portraits in their family galleries. In time, the artists gave to
+the progeny of the nobility and the aristocracy generally, such
+creations as to them seemed appropriate to their years. These
+poses are but the caricature of childhood. Morland,
+Gainsborough, Sir Joshua Reynolds and other artists of their day
+represented the children of their wealthy patrons in attitudes
+which savor somewhat of burlesque, though it may have been
+intended quite seriously to hedge them about with spontaneity.
+
+It has been said that "a child's life finds its chief expression
+in play, and that in play its social instincts are developed." If
+this be true, we find in some contemporary canvases of this
+English school a curious reproduction of the favorite pastimes of
+children. One is called "bird-nesting," the title descriptive of
+the favorite diversion thus depicted. Another bears the legend
+"Snow-balling," and with no apparent disapproval save on the part
+of the little victims, shows a group of larger children
+ruthlessly snow-balling some smaller ones who have sought shelter
+in the portico of a church. Some distance down the street the
+form of an aged woman suggests another victim of youthful
+playfulness.
+
+A century and a half ago there was born, frail at first but with
+constant growth, a perception that the great moving forces of
+life contain elements hitherto disregarded. Rousseau sounded his
+thesis, Pestalozzi began to teach, and but a little later on,
+Froebel expounded his tenets. We need not be concerned as to the
+controversial disputation of rival schools of pedagogues whose
+claims for one ignore the merits of the other. A new thought came
+into being, and both Pestalozzi and Froebel contributed to its
+diffusion--whether in the form of Pestalozzi's ideal, "I must do
+good to the child," or Froebel's, "I must do good through the
+child," or perhaps a measurable merging of the two.
+
+Responsive to the note of life and thought around them, the great
+authors of prose and verse began to inject the new expression of
+feeling into what they wrote. Perhaps best reflected, as indeed
+it proved most potent in molding public opinion, this thought
+entered into the novels of Charles Dickens. These, in the
+development of child life as a social force, not only recorded
+history; they made history, and the virile pencils of Leech and
+Phiz and Cruikshank aided what became a movement.
+
+For the first time in literature, with sympathetic insight, there
+was laid bare the misery of childhood among the lowly and
+unfortunate, and the pathos of unhappy childhood was pictured
+with all its tragic consequences to society as a whole. In the
+story of Poor Joe, the street-crossing sweeper, who was always
+told to move on, we read the stories of thousands of the boys of
+to-day. His brief tenantry of Tom-all-Alones shows us the
+prototype of many thousands of living places in the slums of our
+own time. Conditions which environ growing boys and girls --not
+only thousands of men, but many millions--in the congested cities
+of the Anglo-Saxon world, are well suggested by the names which
+have been given in derision, or brutally descriptive as the case
+may be, to such centers of human hiving as the Houses of Blazes
+and Chicken-foot Alley, in Providence; Hell's Kitchen in New
+York; the Bad Lands in Milwaukee; Tin Can Alley, Bubbly Creek and
+Whiskey Row back of the stockyards in Chicago. In these regions
+and in others like them darkness and filth hold forth together
+where the macaroni are drying; broken pipes discharge sewage in
+the basement living quarters where the bananas are ripening;
+darkness and filth dwell together in the tenement cellars where
+the garment-worker sews the buttons on for the sweat-shop
+taskmaster; goats live amiably with human kids in the cob-webbed
+basements where little hands are twisting stems for flowers; in
+the unlovely stable lofts where dwell a dozen persons in a place
+never intended for one; in windowless attics of tall tenements
+where frail lives grow frailer day by day.
+
+ Lisabetta, Marianna, Fiametta, Teresina,      They are winding
+stems of roses, one by one, one by one--  Little children who
+have never learned to play;      Teresina softly crying that her
+fingers ache today,  Tiny Fiametta nodding when the twilight
+slips in, gray.
+
+ High above the clattering street, ambulance and fire-gong beat;
+    They sit, curling crimson petals, one by one, one by one.
+Lisabetta, Marianna, Fiametta, Teresina,      They have never
+seen a rosebush nor a dewdrop in the sun.  They will dream of the
+vendetta, Teresina, Fiametta,
+
+ Of a Black Hand and a Face behind a grating;      They will
+dream of cotton petals, endless, crimson, suffocating,  Never of
+a wild rose thicket, nor the singing of a cricket;      But the
+ambulance will bellow through the wanness of their dreams,  And
+their tired lids will flutter with the street's hysteric screams
+
+ Lisabetta, Marianna, Fiametta, Teresina,      They are winding
+stems of roses, one by one, one by one;  Let them have a long,
+long playtime, Lord of Toil, when toil is done;      Fill their
+baby hands with roses, joyous roses of the sun.
+
+
+Reverting to Poor Tom, well may the words of Dickens in Bleak
+House serve as a text for to-day: "There is not an atom of Tom's
+shrine, not a cubic inch of any pestilential gas in which he
+lives, nor an obscurity or degradation about him, nor an
+ignorance, nor a wickedness, nor a brutality of his committing,
+but shall work its retribution, through every order of society up
+to the proudest of the proud and the highest of the high."
+
+Whatever of permanence the ideal democracy which underlies our
+institutions may achieve, it will not be the survival of
+conditions such as these, but the fruition of their betterment.
+Recognition of the sinister elements involved determines the
+modern type of library work with children. That work rests upon a
+knowledge of the background which has been pictured, upon the use
+of methods that shall reach sanely and effectively the
+contributing causes, upon correlation of all the social forces
+that can be brought to bear unitedly.
+
+Recognition of conditions and causation gives power to, and
+justifies the modern trend of, library work with children as the
+most important and far-reaching of all its great work. Of thirty
+million men and women, and their children, who have come from
+Over-seas in two generations, 83 per cent were dwellers along the
+rim of the Mediterranean. Largely from that source have our towns
+grown overnight into swarming cities. Their children of to-day
+will be the men and women who in a generation will make or unmake
+the Republic. Ignorance and greed, rather than necessity, breed
+the chief menace in our national life. Alone as a detached social
+force, the library cannot hope to combat these, but in
+correlation with other forces may serve as one of the most potent
+agencies. In the children's rooms and in kindred places, the
+missionaries of the book take the disregarded bits of life about
+them and weave them into a human element of power. The children's
+rooms in the library and what they imply in the life of the
+people, are of such recent origin and growth that the complete
+force of their present-day work will not be fully apparent for a
+quarter century. What they hope to do, the instruments they
+purpose to use, are given succinctly in the pronouncement of one
+of our most progressive libraries
+
+OBJECTS OF LIBRARY WORK WITH CHILDREN
+
+To make good books available to all children of a community.
+
+To train boys and girls to use with discrimination the adult
+library.
+
+To reinforce and supplement the class work of the city schools
+(public, private, parochial and "Sunday" schools).
+
+To cooperate with institutions for civic and social betterment,
+such as playgrounds, settlements, missions, boys' and girls'
+clubs; and with commercial institutions employing boys and girls,
+such as factories, postoffice special delivery division,
+telegraph and telephone agencies and department stores.
+
+And first and last to build character and develop literary taste
+through the medium of books and the influence of the children's
+librarian.
+
+
+Pursuing these purposes, endeavoring to meet these tests. library
+work with children will make for better citizenship. It will take
+account not only of the children of the poor, but of the children
+of the well-to-do, who may need that influence even more. In the
+cities, which now overshadow our national life, there are no
+longer homes; there are flats, where the boys and girls are
+tolerated--perhaps.
+
+"Our problem is not the bad boy, but rather the modern city,"
+says Prof. Allen Hoben. "The normal boy has come honestly by his
+love of adventure, his motor propensities and his gang instincts.
+It is when you take this healthy biological product and set him
+down in the midst of city restrictions that serious trouble
+ensues. For the city has been built for economic convenience, and
+with little thought for human welfare. Industrial aim is
+evidenced to every sense. You smell industrialism in the far-
+reaching odors of the stockyards. You hear it in the roar of the
+elevated hard by the windows of the poor. You see it in a water
+front that people cannot use, and you touch it in the fleck of
+soot that is usually on your nose. The proof of industrial
+aggression ceases to be humorous, however, when it shows itself
+in the small living quarters of many a city flat where boys are
+supposed to find the equivalent of the old-time house.
+Constituted as he is, the boy cannot but be a nuisance in the
+flat community. And because the flat dweller moves frequently, he
+will be without those real neighbors of long standing whose
+leniency formerly robbed the law of its victims. Furthermore, he
+has no particular quarters of his own where he may satisfy his
+sense of proprietorship and save up the numerous things he
+collects with a view to using them in construction. The flat
+dwellers will not permit the noise or litter incident to such
+building as a boy likes; and he has little if any part in the
+labor of conducting the house. He loses dignity as a helpful and
+necessary member of the family, he loses that loyalty which
+attaches to the old familiar places of boyhood experience and
+strengthens many a man to-day, making him more kind and
+consistent in his living by virtue of homestead memories."
+
+So the boy is driven to the street as his domain. It is his
+playground. And here he encounters the policeman. Of 717 children
+arrested in one month in New York City, more than half were
+arrested for playing games. Parenthetically, the fact may be
+quoted that in this children's chief playground in a period of
+ten months 67 children were killed and 196 injured.
+
+Unerringly, these facts point to a union of social forces--the
+children's library and the children's playground, a realization
+of that clear comprehension which the ancient Greeks had of the
+unity between the body and the mind. Quoting Plato: "If children
+are trained to submit to laws in their plays' the love of law
+enters their souls with the music accompanying their games, never
+leaves them, and helps them in their development."
+
+Having in thought physical recreation as a stimulus to mental
+development, in combination bringing home the joyousness of life,
+an ideal union of forces is being effected in some of the larger
+cities. In some places, the movement has assumed but an initial
+stage--a bit of tent shelter for distribution of books to
+children gathered at the sand pile. In some instances co-
+operation has joined the work of park breathing centers and
+library organizations. This has reached completed form in the
+placement of branch libraries as part of the park equipment,
+either quarters within a general building, or a separate little
+building adjacent to or on the athletic field.
+
+But whether in place of high or low degree; whether in rented
+store or memorial building of monumental type; whether in the
+rooms of a school building or a corner in a factory; whether by
+this method or by that, the children's librarian employs the
+printed page to serve as instrument to these ends:
+
+The building of character, making for the best in citizenship.
+
+The enlargement of narrow lives, bringing the joy and savour and
+beauty of life to the individual.
+
+The opening of opportunity to all alike, which is the essence of
+democracy.
+
+And in, the doing, an incidental and a great contribution is made
+to society as a whole. For, as the story hour unfolds a new world
+to the listener whose life has been bounded by a litter- covered
+alley and three bare walls, or whose look into the outside world
+has been perhaps a roof of tar and gravel and a yawning chasm
+beyond, so the development of the imagination through the right
+sort of books shall make possible the fullest development of the
+individual boy and girl. In many a life there has been a supreme
+moment when some circumstance, some stimulus has changed that
+life for good or ill. For want of that stimulus, the dormant
+power of many a man has gone to waste. Half the derelicts of
+humanity who are but outcasts of the night had in them the making
+of good men--perhaps some of them of great men, in science or in
+art. There is no waste that is greater than lost opportunity;
+there is no loss so great as undiscovered resource. Speaking of
+imagination in work, Mr. Hamilton Wright Mabie points out that:
+
+"So long as the uses of the imagination in creative work are so
+little comprehended by the great majority of men, it can hardly
+be expected that its practical uses will be understood. There is
+a general if somewhat vague recognition of the force and beauty
+of its achievements as illustrated in the work of Dante, Raphael,
+Rembrandt and Wagner; but very few people perceive the play of
+this supreme architectural and structural faculty in the great
+works of engineering, or in the sublime guesses at truth which
+science sometimes makes when she comes to the end of the solid
+road of fact along which she has traveled. The scientist the
+engineer, the constructive man in every department of work uses
+the imagination quite as much as the artist; for the imagination
+is not a decorator and embellisher, as so many appear to think;
+it is a creator and constructor. Wherever work is done on great
+lines or life is lived in field of constant fertility, the
+imagination is always the central and shaping power."
+
+I would have liked in this over-lengthy, but yet fragmentary
+survey of the field from the viewpoint of the library, to say
+something of the mistakes which have perhaps been made, and which
+may still be made unguardedly by reason of over-zeal whereby the
+relationship of the work to other things may be ignored or
+misunderstood; of the danger that over-strong consciousness as to
+possession of high ideals may dictate too urgent use of books
+that may have literary style, but do not reach the heart of the
+boy--driving him to the comic supplement and to the dregs of
+print for his reading hours. These, and other comments must be
+left for another occasion.
+
+I would also have liked to say something of the history of work
+with children in libraries, but Miss Josephine Rathbone has told
+the story fully and well. In that history, when it shall be
+written a quarter century hence, it will be fitting to give full
+meed of honor to Samuel Sweet Greene, Edwin H. Anderson, Mrs. H.
+L. Elmendorf, Miss Frances J. Olcott, Miss Linda A. Eastman and
+some of the other splendid women of the profession whose presence
+here precludes the mention of their names.
+
+So, too, I would have liked to give the result, statistically, of
+an inquiry, which the helpful kindness of Miss Faith E. Smith,
+chairman of this section, has enabled me to make. It must suffice
+here to limit the statement to a brief summary that shows less
+what has been accomplished than what remains to be attempted:
+
+There are in the United States to-day approximately 1,500 public
+libraries containing each more than 5,000 volumes. The number
+reporting children's work is 525, with a total of 676 rooms
+having an aggregate seating capacity of 21,821, and an available
+combined supply of 1,771,161 volumes on open shelves. The number
+of libraries in which story hours are held is 152, and 304 report
+work with schools. Of course, this work is pitifully meager as to
+many libraries. The number of children who come more or less
+under the direct influence of children's librarians is generously
+estimated as 1,035,195 (103 libraries, including all the large
+systems reporting). There are in the United States of children
+from 6 to 16 years of age, approximately thirty-three millions.
+
+Behind the work of the children's librarians there is a fine
+spirit of optimism--not blind to difficulties, but courageous,
+ardent and hopeful.
+
+Disregarding ridicule, which is but a cheap substitute for wit;
+regardful of criticism, which is often provocative or promotive
+of improvement, inspired with the dignity of their high calling,
+and with a fine vision that projects itself into the future, the
+librarians engaged in the work with children willingly give
+thereto the finest and the best of personality that they possess.
+Descriptive of their spirit, we may aptly paraphrase the words of
+a great humanitarian of our own generation:
+
+"Some there are, the builders of humanity's temples, who are
+laboring to give a vast heritage to the children of all the
+world. They build patiently, for they have faith in their work.
+
+"And this is their faith--that the power of the world springs
+from the common labor and strife and conquest of the countless
+age of human life and struggle; that not for a few was that labor
+and that struggle, but for all. And the common labor of the race
+for the common good and the common joy will bring that fulness of
+life which sordid greed and blighting ignorance would make
+impossible."
+
+And you have the faith of the builders.
+
+
+ VALUES IN LIBRARY WORK WITH CHILDREN
+
+
+The function of library work with children as a factor in
+community life is further shown in the following articles. This
+function includes, in the minds of the writers, a recognition
+that the chief aim in education is character building; the
+necessity of the careful selection of books for all classes of
+children; the understanding of the personal relationship of the
+child to the library; the development of a sense of ownership on
+the part of the child; the possibility of being a factor in the
+assimilation of the foreign element of the population; and the
+realization that all are workers in a common cause, thus bringing
+encouragement and inspiration.
+
+
+ LIBRARY MEMBERSHIP AS A CIVIC FORCE
+
+
+One of the sessions of the Children's librarians section of the
+A. L. A. meeting at Minnetonka in 1908 was given up to the
+discussion of the place of children's library work in the
+community. The library point of view was presented by Miss Moore.
+
+Annie Carroll Moore was born in Limerick, Maine, and was
+graduated from Limerick Academy in 1889 and Bradford Academy in
+1891. After completing her work in the Pratt Institute Library
+School in 1896 she became children's librarian in the Pratt Free
+Library where she remained until 1906. She then organized the
+children's department in the New York Public Library, of which
+she is still supervisor. Miss Moore has lectured on library work
+with children and has contributed many articles on the subject to
+library periodicals.
+
+
+Fifteen years ago the Minneapolis public library opened a
+children's room from which books were circulated. Previous to
+1893 a reading room for children was opened in the Brookline
+(Mass.) public library but the Minneapolis public library was the
+first to recognize the importance of work with children by
+setting aside a room for their use with open shelf privileges and
+with a special assistant in charge of it.
+
+Since 1893 children's rooms and children's departments have
+sprung up like mushrooms, all over the country, and first in
+Pittsburg, then in Brooklyn, Cleveland, Philadelphia, New York
+City and Queens Borough, children's rooms in branch libraries
+have been organized into departments from which a third, at
+least, of the entire circulation of the libraries is carried on
+by assistants, either trained or in training to become children's
+librarians.
+
+It has been the inevitable accompaniment of such rapid growth
+that the work should suffer growing pains in the form of
+criticism and even caricature at the hands of casual observers
+and clever writers. Those of us who have been identified with the
+movement since its inception have somehow managed to preserve our
+faith in a survival of the fittest by remembering that there was
+a time when everything was new, and have felt that if we could
+keep a firm grip on the active principles which inspire all
+successful work with children, whether it is the work of a small
+independent library or that of a large system of libraries, our
+labor was not likely to be lost. The children, the books and
+ourselves are the three elements to be combined and the success
+of the combination does not depend upon time, nor place, nor
+circumstance. It depends upon whether we have a clear vision of
+our surroundings and are able to adapt ourselves to them, a
+growing appreciation of the value of books to the persons who
+read them, and the power of holding the interest and inspiring
+the respect and confidence of children.
+
+If we can do all these things for a period of years we have
+little need to worry about the future success of the work. The
+boys and girls will look after that. In many instances they have
+already begun to look after it and the best assurance for the
+future maintenance of free libraries in America rests with those
+who, having tried them and liked them during the most
+impressionable years of their lives, believe in the value of them
+for others as well as for themselves to the extent of being ready
+and willing to support them.
+
+In passing from a long and intimate experience in the active work
+of a children's room in an independent library to the guidance of
+work in the children's rooms of a system of branch libraries, a
+great deal of thought has been given to deepening the sense of
+responsibility for library membership by regarding every form of
+daily work as a contributory means to this end.
+
+The term "library membership" is a survival of the old
+subscription library but it defines a much closer relationship
+than the terms "borrower" or "user" and broadens rather than
+restricts the activities of a free library by making it seem more
+desirable to "belong to the library" than to "take out books."
+
+It is the purpose of this paper to present in outline for
+discussion such aspects of the work as may help to substantiate
+the claim of its ambitious and perhaps ambigious title: Library
+Membership as a Civic Force.
+
+1. Our first and chief concern is with the selection of books and
+right here we are confronted by so many problems that we might
+profitably spend the entire week discussing them.
+
+In general, the selection of books for a children's room which is
+seeking to make and to sustain a place in the life of a community
+should offer sufficient variety to meet the needs and desires of
+boys and girls from the picture book age to that experience of
+life which is not always measured by years nor by school grade
+but is tipified by a Jewish girl under 14 years old, who, on
+being asked how she liked the book she had just read, "Rebecca of
+Sunnybrook Farm," said to the librarian, "It's not the kind of
+book you would enjoy yourself, is it?", and on being answered in
+the affirmative, tactfully stated her own point of view: "Well,
+you see it is just this way, children have their little troubles
+and grown people have their great troubles. I guess it's the
+great troubles that interest me." We have been quick to recognize
+the claim of the foreign boy or girl who is learning our language
+and studying our history but we are only just beginning to
+recognize the claims of those, who, having acquired the language,
+are seeking in books that which they are experiencing in their
+own natures. Human nature may be the same the world over, but
+there is a vast difference in its manifestations between the ages
+of ten and sixteen in a New England village or town and in a
+foreign neighborhood of one of our large cities.
+
+The selection of adult books in all classes, especially in
+biography, travel, history and literature is too limited in the
+children's rooms of many libraries and should be enlarged to the
+point of making the shelves of classed books look more like those
+of a library and less like those of a school room. Titles in
+adult fiction should include as much of Jane Austen as girls will
+read and an introduction to Barrie in "Peter Pan" and the "Little
+Minister." "Jane Eyre" will supply the demand for melodrama in
+its best form, while "Villette," and possibly "Shirley," may
+carry some girls far enough with Charlotte Bronte to incline them
+to read her life by Mrs. Gaskell. William Black's "Princess of
+Thule" and "Judith Shakespeare" will find occasional readers.
+"Lorna Doone" will be more popular, although there are girls who
+find it very tedious. There should be a full set of Dickens in an
+edition attractive to boys and girls. A complete set of the
+Waverly novels in a new large print edition, well paragraphed and
+well illustrated, with the introductions left out and with
+sufficient variation in the bindings to present an inviting
+appearance on the shelves would lead, I believe, to a very much
+more general reading of Scott.
+
+Conan Doyle's "Adventures of Sherlock Holmes," "The Refugees,"
+"The White company," "Micah Clarke" and "At the Sign of the four"
+will need no urging, nor will Dumas' "Count of Monte Cristo,"
+"The Three guardsmen" and "The Black tulip." "Les Miserables" and
+"The Mill on the Floss" will fully satisfy the demand for "great
+troubles," treated in a masterly fashion. We should include
+Thackeray's "Henry Esmond," "The Newcomes" and "The Virginians";
+Bulwer's "Last Days of Pompeii," "Harold," "Rienzi" and "The Last
+of the barons"; Charles Kingsley's "Westward Ho," "Hereward the
+Wake" and "Hypatia"; Charles Reade's "Cloister and the hearth,"
+"Peg Woffington," "Foul play" and "Put yourself in his place";
+Besant's "All sorts and conditions of men" and "The Children of
+Gibeon"; Wilkie Collins' "The Moonstone" and "The Woman in white"
+as many of Robert Louis Stevenson's stories as will be read
+"Cranford" and "The Vicar of Wakefield" with the Hugh Thomson
+illustrations; Miss Mulock's "John Halifax," "A Noble life," "A
+Brave lady" and "A Life for a life"; Lever's "Charles O'Malley"
+and "Harry Lorrequer", Lew Wallace's "Ben Hur" and "The Fair
+god"; Stockton's "Rudder Grange," "The Casting away of Mrs. Lecks
+and Mrs. Aleshine" and "The Adventures of Captain Horn"; Mrs.
+Stowe's "Uncle Tom's cabin" and "Oldtown folks"; Howells' "Lady
+of the Aroostook," "A Chance acquaintance," "The Quality of
+mercy" and "The Rise of Silas Lapham"; Gilbert Parker's "Seats of
+the mighty" and "When Valmond came to Pontiac"; Paul Leicester
+Ford's "The Honorable Peter Stirling"; Richard Harding Davis'
+"Van gibber," "Gallagher," "Soldiers of fortune" and "The Bar
+sinister"; Rider Haggard's "King Solomon's mines" and "Allen
+Quartermain"; Weir Mitchell's "Hugh Wynne", Marion Crawford's
+"Marietta", "Marzio's crucifix", and "Arethusa"; Kipling's "The
+Day's work", "Kim" and "Many inventions" and, if they have been
+removed as juvenile titles, I think we should restore "Tom
+Sawyer" and "Huckleberry Finn" under the head of adult fiction.
+
+Other titles will be freely and frequently used in a children's
+room, which is taking into active account the interests of its
+users and is seeking to establish a genuine taste for good
+reading which will not be abandoned later on as artificial or
+forced. In general, the principle of selection should be to
+provide the best standard novels in order that the boys and girls
+who go out from the children's room may know what good novels are
+and so much of modern fiction as shall serve to give the
+collection the appearance of being interesting and up to date
+without lowering the standard of that taste for good reading
+which is the chief purpose in shelving such a collection in a
+children's room. The presence of the books is good for the
+children's librarian as well as for the children and it goes
+without saying that she must be familiar with them if she is to
+use them intelligently.
+
+The point to stop in the purchase of books designed for
+supplementary reading is with the smallest number that will meet
+the active demands which are not met by REAL books. We may well
+stop with the third book in most cases of purchase of books in
+sets. Does anybody know whether informational readers on the
+shelves of a children's room leads to genuine interest in the
+subject so presented? To quote one boy's opinion of nature
+readers, "The nature you get in books is the most disinteresting
+subject there is." The cheapness of these publications has led to
+a larger duplication of them in libraries than seems desirable
+for the best interests of the work. We need in place of them such
+books, with certain modifications in treatment, as were indicated
+by Dr. Stanley Hall in his recent and very suggestive address on
+Reading as a factor in the education of children (Library
+Journal, April, 1908). Most of all do we need a series of books
+which will put foreign children and their parents in touch and in
+sympathy with the countries from which they came by spirited
+illustrations in color of street scenes, festivals and scenes
+from home life accompanied by simple direct statements and with
+translations of such stories and poems as may aid in making and
+keeping the impressions of their country vivid and lasting. There
+has been a rising wave of production of primers and first reading
+books during the past five years. Some libraries have
+experienced a primer craze and it becomes exceedingly difficult
+to decide which ones to buy and bow freely to duplicate them.
+Primers and "easy books" have a use for children who are learning
+to read but too free a use of them may be one of the influences
+responsible for that lack of power of sustained attention and
+limitation in vocabulary which is frequently shown by boys and
+girls from twelve to fourteen years old.
+
+The edition in which a book for children appears is a matter of
+very much greater importance than is realized by those who view
+the work from a distance. It is not purely an aesthetic
+consideration. It has a very practical bearing on whether the
+book will be read or not and libraries which have the least money
+to spend should be most careful to spend it for books in editions
+which are attractive to children.
+
+2. The only thoroughly successful means of securing respect and
+good care of library books is for libraries to maintain higher
+standards of excellence in respect to intelligent repairing and
+binding, to discard promptly a book which is to any extent
+mutilated or which is so soiled as to make it seem unwarrantable
+to ask a boy to wash his hands before touching it. The books on
+the circulating shelves should be the most attractive part of a
+children's room. That it is possible to make and to keep them so
+is not a theory but a demonstrable fact. Three years ago a branch
+library was opened in one of the poor districts of a large city.
+The usual problems in the discipline of individuals and of gangs
+were present. Many of the new books were soiled, others were
+mutilated and several were missing at inventory taking. The
+librarian believed the moral lesson conveyed to children by
+training them to take care of library books to be one of the
+first requirements of good citizenship. She determined that no
+boy or girl should be able to say: "I took it that way", in
+returning a soiled or mutilated book. In order to carry out her
+ideas to a successful issue it has been necessary for her to
+inspire her entire staff with a sense of the value of such
+training and to impress upon them that careful handling of books
+by library assistants is the first requisite to securing like
+care on the part of the children. Every book is examined at the
+time it is returned and before it is placed on the shelves it is
+given such repair as it may need. By careful washing, skillful
+varnishing and by the use of a preparation for removing grease
+spots many books are given an extended turn of service without
+lowering the standards established. Paper covers are provided as
+wrappers on rainy days and on sticky days. Such care of books
+requires time and sustained interest but I believe that it pays
+in the immediate as well as in the future results, when grown
+into men and women, the boys and girls who were taught this first
+lesson in citizenship will look back upon it with feelings of
+respect and satisfaction.
+
+The cost to the library is less in expenditure for books and for
+service. The library mentioned affords direct evidence that loss
+of books by theft is very largely controlled by such simple means
+provided the means are consciously and consistently related to
+the larger end of regarding the property rights of others. It is
+interesting to note that three-fourths of its membership has been
+sustained during the three years.
+
+3. In dealing with large numbers of children of foreign parentage
+it is evident that we need to define their relationship to the
+library more clearly than we have done as yet. Quite frequently
+they do not distinguish between the building and the books and
+refer to the latter as "taking libraries". Now "taking a library"
+home is a very different matter from playing a part in the life
+of a civic institution and the parents as well as the boys and
+girls are quick to feel a difference which they are not always
+able to express in words. Quite early in my experience this was
+brought home to me by a visit from the mother of a Jewish boy who
+had been coming to the children's room for about a year. She came
+on a busy Saturday afternoon and after looking about the room
+seated herself near the desk while the boy selected his books. As
+Leopold always tested the interest of several books before
+committing himself to a choice the visit lasted the entire
+afternoon. When they were ready to go she explained why she had
+come. She had been curious to discover for herself, she said,
+what it was Leopold got from the Library that made him so much
+easier to get on with at home. He had grown more thoughtful of
+his younger brothers and sisters, more careful of his books and
+other belongings and more considerate of his mother. "I wouldn't
+have him know the difference I see," she continued, "but he told
+me you were always asking him to bring me here and I made up my
+mind to come and see for myself and I have.
+
+"These children are learning how to BEHAVE in PUBLIC as well as
+how to choose good books and I think it comes from the feeling
+they have of belonging to the Library, and being treated in the
+way they like, whether they are as young as my Simon, who is six
+years old, or as old as Leopold, who will be fourteen next month.
+If they were all boys of Leopold's age it would be the same as it
+is at school; but having the younger ones here makes it more as
+it is at home."
+
+Should it not be the plan and purpose of a children's room to
+make every boy and girl feel at home there from the moment of
+signing an application blank? Forms of application blanks and the
+manner of registration differ in nearly every library. Whatever
+form is used, personal explanation is always essential and it
+does not seem worth while to advocate a simplified form for the
+use of children. I believe there are very decided advantages in a
+system of registration which requires the children to write their
+own names in a book. The impression made upon their memories is
+distinctly different and more binding than that made by writing
+the name on a slip of paper and has frequently been of great
+service in cases of discipline as the signature is headed by a
+reminder of obligations:
+
+"When I write my name in this book I promise to take good care of
+all the books I read in the Library and of those I take home and
+to obey the rules of the Library." Such a method of registration
+is not impractical, even in a large library provided the work is
+carefully planned to admit of it.
+
+Recent inquiries and investigation show very convincingly that a
+large proportion of parents, both foreign born and American, and
+a considerable number of educators, social workers and persons
+connected with libraries in England and in this country, have
+exceedingly hazy ideas respecting the work public libraries are
+doing for children. The issue of an admirable illustrated hand
+book on "The Work of the Cleveland public library with children"
+and the means used to reach them, should make clear to the latter
+whatever has seemed vague or indefinite in the work.
+
+But there are many parents in large cities and in manufacturing
+towns, who cannot be induced to visit libraries and see for
+themselves as Leopold's mother did, and they are frequently
+averse to having their children go to a place they know nothing
+about, believing that they are being drawn away from their school
+tasks by the mere reading of story books. How is it possible to
+stimulate their curiosity and interest to the point of making a
+Library seem desirable and even necessary in the education of
+their children to become citizens and wage earners? Printed
+explanations and rules issued by libraries are either not read or
+not understood by the majority of persons to whom they are
+addressed. There is something very deadening to the person of
+average intelligence about most printed explanations of library
+work. Pictures which bring the work before people from the human
+side might be more successful and I wish to submit an outline for
+a pictorial folder designed to accompany an application blank to
+the home of an Italian child.
+
+
+DESCRIPTION OF FOLDER
+
+In size it is five inches long and three inches wide. On the
+outer cover appears a picture of the exterior of the library,
+underneath the picture the name of the library, its location and
+the hours it is open.
+
+On the first page a picture of the children's room with this
+inscription underneath:
+
+Boys and Girls come here to read and to study their lessons for
+school. Picture Books for little children.
+
+On the second page a picture of the adult department, showing its
+use and giving the information all foreigners seem desirous to
+have:
+
+Men and Women come here to read and to study.
+
+Books on the Laws and Customs of America.
+
+Books, Papers and Magazines in Italian and other foreign
+languages.
+
+Books from which to learn to read English.
+
+On the back of the cover these simple directions:
+
+
+HOW TO JOIN THE LIBRARY
+
+The use of the Library is Free to anyone who comes to Read or to
+Study in its rooms.
+
+If you wish to take Books home you must sign an application blank
+and give the name and address of some one who knows you.
+
+The information on the folder should be given in the language or
+languages of the neighborhood in which the library is situated.
+
+This folder was designed for a branch library in an Italian
+neighborhood but a similar folder might be utilized in any
+community provided the information is given in simple, direct
+form and the pictures show the Library with people using it.
+
+4. Joining the library is not all. However carefully and
+impressively the connection is made we are all conscious of those
+files of cards "left by borrower," which indicate that a
+connection must be sustained if library membership is to prove
+its claim as a civic force. There are those who regard a
+restriction of circulation to one or two story books a week as a
+desirable means to this end, believing that interest in reading
+is heightened by such limitation. That many boys and girls read
+too much we all know, but I am inclined to think that whatever
+restriction is made should be made for the individual rather than
+laid down as a library rule. Other libraries advocate a remission
+of fines, at the same time imposing a deprivation in time of such
+length that it would seem to defeat the chief end of the
+children's room which is to encourage the reading habit. Children
+who leave their cards for six months at a time are not likely to
+be very actively interested in their library. There seem to be
+three viewpoints regarding fines for children.
+
+1. Children should be required to pay their fines as a lesson in
+civic righteousness. Persons holding this view would allow the
+working out of fines under some circumstances but regard the fine
+as a debt.
+
+2. Any system of fines is a wrong one, therefore all fines should
+be remitted and some other punishment for negligence substituted.
+Persons holding this view would deprive children of the use of
+the library for a stated period.
+
+3. A fine is regarded as slightly punitive and probably the most
+effective means of teaching children to respect the rights of
+others in their time use of books. Persons holding this view
+would reduce the fine to one cent, wherever a fine is exacted and
+would exercise a great deal of latitude in dealing with
+individual cases, remitting or cutting down fines whenever it
+seems wise to do so and imposing brief and variable time
+deprivations of the use of the library rather than a long fixed
+period.
+
+Whatever viewpoint is taken it will be necessary to remind
+children constantly that by keeping their books overtime other
+boys and girls are being deprived of the reading of them.
+
+One of the most effective means of sustaining and promoting such
+a sense of library membership as I have indicated is the
+extension of reading-room work by placing on open, or on closed
+shelves, if necessary, a collection of the best children's books
+in the best editions obtainable, to be used as reading-room
+books. Children may be so trained in the careful handling of
+these books as to become very much more careful of their
+treatment of the book they take home and the experiment is not a
+matter of large expense to the library. The reading-room books
+should never be allowed to become unsightly in appearance if they
+are to do their full work in the room as an added attraction to
+the children and as suggestive to parents, teachers and other
+visitors who may wish to purchase books as gifts.
+
+The value of a well conducted Story hour or Reading club as a
+means of sustaining the library connection and of influencing the
+spontaneous choice of books by boys and girls has not been fully
+recognized because it has been only partially understood. There
+are various methods of conducting Story hours and Reading clubs.
+There are many differences of opinion as to whether the groups
+should be large or small, differentiated by age or by sex,
+whether the groups should be made up entirely of children or
+whether an occasional adult may be admitted without changing the
+relation between the story teller and the children. Those who
+desire suggestion of material and specific information as to
+method and practice will find much that is valuable and practical
+in the publication of the Carnegie library of Pittsburg and in
+the Handbook of the Cleveland public library. Those who are
+seeking to place a Story hour in work already established will do
+well to remember that it is a distinctly social institution and
+as such is bound to be colored by the personality of its
+originator whether she tells the stories herself or finds others
+to carry out her ideas. Make your Story hour the simple and
+natural expression of the best you have to give and do not
+attempt more than you can perform. I believe the Story hour is
+the simplest and most effective means of enlisting the interest
+of parents and of stirring that active recollection of their own
+childhood which leads to sharing its experiences with their
+children. Folk tales told in the language his father and mother
+speak should give to the child of foreign parentage a feeling of
+pride in the beautiful things of the country his parents have
+left in place of the sense of shame with which he too often
+regards it. The possibilities in this field are unlimited if
+wisely directed.
+
+The value of exhibits depends upon the subject chosen and the
+exercise of imagination, good taste and practical knowledge of
+children's tastes in selecting and arranging the objects or
+pictures. The subject must be one which makes an immediate appeal
+to the passing visitor. There should not be too much of it and it
+should not be allowed to remain too long in the room. A single
+striking object is often more effective than a collection of
+objects. Some interpretation of an exhibit in the form of
+explanation or story is needed if the children are to become very
+much interested in reading about a subject.
+
+To those who believe that Story hours, Clubs, Exhibits, and
+Picture bulletins are not "legitimate library work," I would say,
+suspend your judgment until you have watched or studied the
+visible effects of such work in a place where it is properly
+related to the other activities of the library and to the needs
+of the community in which it is situated. If by the presence of
+an Arctic exhibit in an Italian and Irish-American non-reading
+neighborhood an interest is stimulated which results in the
+circulation and the reading of several hundred books on the
+subject during the time of the exhibition and for months
+afterward, the exhibit certainly seems legitimate.
+
+5. Since it is true that social conditions, racial
+characteristics and individuality in temperament enter very
+actively into the problems of the care of children in libraries
+and since it is also true that the books children read and the
+care which is given to them in libraries are frequently
+reflected in their conduct in relation to the School, the Church,
+the Social settlement, the Playground, the Juvenile court and to
+civic clubs as well as to the Home, a more enlightened
+conception of the work of all these institutions is essential if
+the Children's library is to play its full part in the absorption
+of children of different nations into a larger national life.
+This need is being recognized and partially met by lecture
+courses and by the practice work of students in library training
+schools but listening to lectures, reading, and regulated student
+practice does not take the place of that spontaneous eagerness to
+see for one's self, the social activities of a neighborhood or
+town which makes a library in its town a place of living
+interest. Librarians, en masse, in relation to other
+institutions, stand in a similar position to that of the
+representative of those institutions. On both sides a firsthand
+knowledge of the aims and objects and methods of work of all the
+forces at work in a given community and a perception of their
+interrelationship is essential if we wish to do away with the
+present tendency to duplicate work which is already being
+carried on by more effective agencies. How far a library should
+go in relating its work to that of other institutions it is
+impossible to prescribe. The aim should be to make its own work
+so clear to the community in which it is placed that it will
+command the respect and the support of every citizen.
+
+
+ THE CIVIC VALUE OF LIBRARY WORK WITH CHILDREN
+
+
+The second paper at the Minnetonka sectional meeting, mentioned
+in the introduction to the preceding article, was presented by
+Dr. Graham Taylor, Director of the Chicago School of Civics and
+Philanthropy, who believes that "equally with the schools and
+playgrounds, our library centers are essential to American
+democracy." Dr. Taylor was born in Schenectady, N. Y., in 1851;
+received the degree of A.B. from Rutgers College in 1870, and was
+graduated from the Reformed Theological Seminary, New Brunswick,
+N. J., in 1873. He has since been granted the honorary degrees of
+D.D. and LL.D. From 1873 to 1892 he remained in the pastorale;
+from 1888 to 1892 was Professor of Practical Theology in Hartford
+Theological Seminary, and in 1892 became Professor of Social
+Economics in the Chicago Theological Seminary. In 1894 he became
+the founder and resident warden of the Chicago Commons Social
+Settlement. Dr. Taylor is associate editor of the Survey.
+
+
+The child is coming to be as much of a civic problem as it ever
+has been a family problem. Upon the normality of its children the
+strength and perpetuity of the state depend, as surely as the
+dependency and delinquency of its children undermine the prowess
+and menace the life of the state. The education and discipline,
+labor and recreation of the child figure larger all the while in
+our legislation and taxes, our thinking and literature.
+
+Democracy, machine industry, immigration and child psychology
+combine to make the child a new problem to the modern state and
+city, especially in America. With the problems of the child's
+normality and defectiveness, discipline and delinquency, work and
+play, and its assimilation into the body politic, our towns and
+cities, states and nation have been forced to deal. Hitherto we
+have dealt far more with the negative and repressive aspects of
+these problems than with any constructive ideal, purpose and
+method respecting them. We have, for instance, paid more
+attention to defective children than to the prenatal antecedents
+and early conditions of child life. We have been too long
+punishing juvenile delinquency without trying to help the
+backward and wayward child. We have let young children work
+without regard to the industrial efficiency of their whole life.
+We are only beginning to share the attention we have paid to the
+education of our children with the equally serious problem of
+their recreation. We have been content merely with their physical
+exercise and have been stupidly obtuse to awaking and satisfying
+the pleasurable interest of the child in his play and the
+organization of it. Where there have been an un-American fear of
+immigration and feeling against the immigrant there has been all
+too little effort put forth to assimilate the foreign elements of
+our local population.
+
+But we are coming to see that to prepossess is better than to
+dispossess. Prevention is found to be a surer and cheaper solvent
+of our child problems than punishment. The child's own resources
+for self development and self mastery prove to be greater than
+all the repressive measures to obtain and maintain our control
+over him. Thus our very disciplinary measures have become saner
+and more effective. No way-mark of our civilization registers
+greater progress than our abandonment of the criminal procedure
+against children and our adoption of the paternal spirit and
+method of our juvenile courts and reformatory measures. To our
+agencies for dealing with defectives and delinquents we have
+added the kindergarten and all the kindred principles, methods
+and instrumentalities of constructive work with children.
+
+Chief among these is the use we are making of the child's
+instinct for play and mental diversion as a means of building up
+both the individual and the social life. Chicago has made the
+discovery of the civic value of recreation centers for the play
+of the people. Not since old Rome's circus maximus and the
+Olympic games of Greece has any city made such provision for the
+recreation of its people as is to be found in these great
+playfields, surrounding the beautifully designed and well
+equipped field houses, which at a cost of $12,000,000 of the tax
+payers' money have been built in the most crowded districts of
+Chicago. The recreation centers illustrate the civic opportunity
+and value of library work with children. For the Chicago public
+library was quick to see and seize the advantage thus offered to
+serve the city. The delivery stations and reading rooms
+established in these field houses are already recognized to be
+the most useful of its centers to the child life of the city. The
+organized volunteer cooperation of several groups of women has
+added the story hour as a regular feature of the library work at
+these playgrounds, and at two public school buildings where
+similar stations are to be established in cooperation with the
+Board of education. At the central library building the work in
+the Thomas Hughes Young people's reading room has also been
+successfully supplemented by the story hour appointments in a
+large hall, with the same efficient cooperation.
+
+The quick and large response given by the people to these civic
+extensions of library service in every city and town where they
+have been offered, demonstrates what a large field of usefulness
+awaits public library enterprise and occupancy. But the
+experiment has gone far enough to prove the absolute necessity of
+having librarians especially trained for work with children; and
+to that end, the addition of the position of children's librarian
+to the classified civil service lists for which special
+examinations are set.
+
+Equally with the schools and playgrounds, our library centers are
+essential to American democracy. All three are to be classed
+together as our most democratic and efficient agencies for
+training our people into their citizenship and assimilating them
+into the American body politic. Nowhere are we on a more common
+footing of an equality of opportunity than in the public schools,
+the public playground and the public library.
+
+The public school stands upon that bit of mother earth which
+belongs equally to us all. The playground is open alike to all
+comers. And the public library is not only as free and open to
+all as to any of our whole people, but also confers citizenship
+in that time-long, world wide democracy of the Republic of
+Letters.
+
+The civic service thus democratically to be rendered by library
+work with children is indispensably valuable. It may be made more
+and more invaluable to any community by intelligent insight into
+the needs of the people, and by the practical and prompt
+application of library resources which are limited only by our
+capacity, enterprise and energy to develop and apply them.
+
+
+ ESTABLISHING RELATIONS BETWEEN THE CHILDREN'S LIBRARY AND OTHER
+CIVIC AGENCIES
+
+
+A broader idea of library work with children necessitates greater
+knowledge of other agencies which work with them and a spirit of
+willing cooperation on the part of the children's librarian. From
+her experience in the city of Washington Miss Herbert contributed
+the following article of The Library Journal. Clara Wells Herbert
+was born in Stockbridge, Mass.; was a student in Vassar from 1894
+to 1896; received a special certificate from the Training School
+for Children's Librarians in 1904; was children's librarian in
+the Brooklyn Public Library from 1904 to 1907, and since that
+time has been the head of the Children's department in the Public
+Library of the District of Columbia.
+
+
+The children's departments of many city libraries are carrying on
+a fine aggressive work and through branch children's rooms, close
+work with schools, including deposits of books in classrooms,
+deposits of books and story-telling in playgrounds, home
+libraries and home visiting, are coming close to the children and
+putting good books within their reach. Such work rests upon a
+large staff and a generous appropriation. On the other hand, the
+small town library has the advantage of informal relations with
+its people and is a part of the various activities of the town.
+Between these two types of libraries is a third. It is located in
+a city too large for the helpful informal relations of the town
+library. It cannot, on the other hand, carry on its own
+aggressive work, for it is hampered by the smallness of its staff
+and the meagerness of its appropriation.
+
+To libraries of this sort the effecting of cordial relations with
+other civic institutions is of the utmost importance. Upon it
+depends largely the outside work of the library and a specialized
+knowledge of conditions very essential for intelligent work.
+
+Nor is the library the only one to profit by cooperation.
+
+"I never thought of asking for help there," said a probation
+officer recently when talking of her difficulties in keeping a
+record of the use of the withdrawn books given to the court by
+the library. Not more than we need the benefit of the intimate
+personal knowledge of conditions of such workers, do they often
+need the help the library stands ready and eager to give but
+which they do not think to ask.
+
+The work of the children's department should be then twofold in
+purpose--to reach the children directly as far as possible, and
+to establish such relations with other organizations as will
+render it a vital interested force in the community, a place
+where people will naturally turn for help along the line of its
+work.
+
+Certain practices which have been found useful in effecting this
+cooperation may be suggestive, but the basis of any satisfactory
+relationship is interest and the desire to help and has its
+beginnings in the children's room.
+
+The children's librarian should keep always in mind that the city
+is full of workers who, strong in the belief that the hope of the
+future is in the children, are doing devoted work in their
+behalf. Sooner or later they will visit the children's room and
+the opportunity presents itself to know their particular line of
+work. It is interesting to note in how many of such cases the
+conversation contains something which may be applied with
+advantage to the library's activities. At least, the visitor
+receives the impression that the library assistant is interested
+in any work done for children and, if at some future time a need
+presents itself, turns to her for assistance.
+
+This interest is also shown if the children's librarians attend
+meetings or conferences held in behalf of children or from which
+they may gather information on home conditions. Frequently there
+are courses of lectures given by charity organizations or club
+meetings of sociological workers where the problems of the city
+are discussed.
+
+Libraries having staff or apprentice meetings frequently invite
+as speakers persons representing some particular phase of work,
+and these occasions engender mutual interest. In other cases
+librarians have added to their staffs former kindergartners and
+charity workers that they might profit by their special training
+and the knowledge of conditions gathered from their former
+experiences.
+
+Much may be said of the undesirability of distributing withdrawn
+books among institutions. But in libraries where the maintenance
+of travelling collections is limited they afford perhaps the only
+opportunity of reaching the children in orphanages, reform
+schools and similar institutions. Such distributions should be
+followed by visits to the institutions to talk, if possible, to
+the children and to get an idea of their needs and tastes.
+
+Collections of withdrawn books at the juvenile court are used by
+the children while on probation and often after release, and by
+the grown people of their families as well. In Cleveland the list
+of official parents and paroled boys is furnished the library and
+booklists and information about the nearest branch are sent them.
+In Washington the library supplies the probation officers with
+application blanks. When a child who has shown a taste for
+reading is to be discharged the officer on the last visit to his
+home takes the application blank and secures the parent's
+signature. The child brings the application to the library,
+obtains cards immediately and is helped in his selection of
+books.
+
+The attendance or truant officers of the schools know home
+conditions better than teachers. They have a general knowledge of
+the city and the peculiarities of the different sections that is
+most helpful in the selection of places for home libraries or
+deposit stations. Their knowledge of the home life of troublesome
+children will often throw light on difficult cases of discipline.
+
+In Washington the attendance officer issues permits under the
+child labor law. From this office may be secured a list of stores
+and other places of employment for children. The library should
+send notices to such buildings and place at the office
+invitations to use the library to be distributed at the time the
+permits for work are issued.
+
+The Cleveland Public Library uses for a mailing list for
+publications pertaining to children's work a card directory of
+social workers. This directory gives the name, address and
+connection of each individual and includes board members of set-
+tlement houses, associated charities, visiting nurses'
+associations, pastors and their assistants, of churches
+conducting club work, and others similarly engaged. In some
+cities this same information may be gathered from the published
+directory of philanthropic agencies and their reports. Lists such
+as those published by the Carnegie Library of Pittsburgh,
+"Stories to tell to children," "Books for reading circles,"
+"Games," or lists made especially in connection with the
+activities of a settlement, playground, etc., mailed to its club
+workers attract them to the library.
+
+Rainy days when the hours drag and the children cannot be out of
+doors are good times to visit summer camps and vacation homes.
+There may be an opportunity to tell stories or for a talk to the
+children which, when their vacation is over, they are glad to
+remember.
+
+There are two special collections which it is well for the
+children's department to have--one for the children and one for
+grown people.
+
+It should follow Newark's notable example in putting into form,
+adapted for children's use, all the information regarding the
+city, its institutions, historic spots, etc. The collection of
+such material informs the assistants, attracts the cooperation of
+those from whom the information is sought and by acquainting the
+child with the manifold features of the life of the city, helps
+to prepare him for intelligent citizenship.
+
+It should collect, also, all material relative to the children of
+the city. It should have reports of settlements, institutions,
+summer camps and homes, day nurseries, work with foreigners,
+mounted maps of the location of schools and playgrounds, copies
+of the child labor law, compulsory education act, in fact, any
+information obtainable about the conditions of the child life of
+the city. Such material will draw interested people to the
+library and thus open up opportunities for further cooperation.
+
+Such are a few of the many ways in which the children's room may
+be tied to other organizations working for children. Under the
+varied conditions of different cities they develop indefinitely.
+Only a few could be mentioned here. Even the work with schools
+and playgrounds, the importance of which is generally
+established, has not been included. As these relations grow
+closer and closer the library's work broadens and deepens and the
+realization that all are workers in a common cause brings
+encouragement and inspiration for the daily task.
+
+
+ VALUES IN LIBRARY WORK WITH CHILDREN
+
+
+The "possibility and duty," on the part of the children's
+library, of being a moral force in the community, was discussed
+by Clara W. Hunt in a paper presented at the Narragansett Pier
+Conference of the A. L. A. in 1906. Seven years later, at the
+Kaaterskill Conference in 1913, Miss Hunt again considered the
+influence of children's libraries as a civic force. This later
+paper, representing more fully her point of view, and embodying
+her later experience, is here reprinted.
+
+Clara Whitehill Hunt was born in Utica, N. Y., in 1871. She was
+graduated from the Utica Free Academy in 1889, and from the New
+York State Library School in 1898. From 1893 to 1896 she was a
+public school principal in Utica. She organized work with
+children in the Apprentices' Library, Philadelphia, in 1898, and
+had charge of it in the Newark, N. J., Free Public Library from
+1898 to 1902. Since 1903 she has been Superintendent of the
+Children's Department of the Brooklyn Public Library. Miss Hunt
+has been a lecturer and contributor to magazines on children's
+literature, library work with children and related topics, and
+has published a book on "What shall we read to the children?"
+
+You are probably familiar with the story of the man who, being
+asked by his host which part of the chicken he liked best replied
+that "he'd never had a chance to find out; that when he was a boy
+it was the fashion to give the grown people first choice, and by
+the time he'd grown up the children had the pick, so he'd never
+tasted anything but the drumstick."
+
+It will doubtless be looked upon as heresy for a children's
+librarian to own that she has a deal of sympathy for the
+down-trodden adult of the present; that there have been moments
+when she has even gone so far as to say an "amen"--under her
+breath--to the librarian who, after a day of vexations at the
+hands of the exasperating young person represented in our current
+social writings as a much-sinned-against innocent, wrathfully
+exploded, "Children ought to be put in a barrel and fed through
+the bung till they are twenty-one years old!"
+
+During the scant quarter century which has seen the birth and
+marvelous growth of modern library work with children, the "new
+education" has been putting its stamp upon the youth of America
+and upon the ideas of their parents regarding the upbringing of
+children. And it has come to pass that one must be very bold to
+venture to brush off the dust of disuse from certain old saws and
+educational truisms, such as "All play and no work make Jack a
+mere toy," "No gains without pains," "We learn to do by doing,"
+"Train up a child in the way he should go," and so on.
+
+Our kindergartens, our playground agitators, our juvenile courts,
+our child welfare exhibits are so persistently--and rightly
+--showing the wrongdoing child as the helpless victim of heredity
+and environment that hasty thinkers are jumping to the conclusion
+that, since a child is not to blame for his thieving tendencies,
+it is our duty, rather than punish, to let him go on stealing;
+since it is a natural instinct for a boy to like the sound of
+crashing glass and the exercise of skill needed to hit a mark, we
+must not reprove him for throwing stones at windows; because a
+child does not like to work, we should let him play--play all the
+time.
+
+The painless methods of the new education, which tend to make
+life too soft for children, and to lead parents to believe that
+everything a child craves he must have, these tendencies have had
+their effect upon the production and distribution of juvenile
+books, and have added to the librarian's task the necessity not
+only of fighting against the worst reading, but against the third
+rate lest it crowd out the best.
+
+It is the importance of this latter warfare which I wish mainly
+to discuss.
+
+We children's librarians, in the past fifteen or twenty years,
+have had to take a good many knocks, more or less facetious, from
+spectators of the sterner sex who are worried about the
+"feminization of the library," and who declare that no woman,
+certainly no spinster, can possibly understand the nature of the
+boy. Perhaps sometimes we are inclined to droop apologetic heads,
+because we know that some women are sentimental, that they don't
+all "look at things in the large," as men invariably do. In view,
+however, of the record of this youthful movement of ours, we have
+a right rather to swagger than to apologize.
+
+The influence of the children's libraries upon the ideals, the
+tastes, the occupations, the amusements, the language, the
+manners, the home standards, the choice of careers, upon the
+whole life, in fact, of thousands upon thousands of boys and
+girls has been beyond all count as a civic force in America.
+
+And yet, while teachers tell us that the opening of every new
+library witnesses a substitution of wholesome books for "yellow"
+novels in pupils' hands; while men in their prime remark their
+infrequent sight of the sensational periodicals left on every
+doorstep twenty years ago; while publishers of children's books
+are trying to give us a clean, safe, juvenile literature, and
+while some nickel novel publishers are even admitting a decline
+in the sale of their wares; in spite of these evidences of
+success, a warfare is still on, though its character is changing.
+
+Every librarian who has examined children's books for a few years
+back knows exactly what to expect when she tackles the
+"juveniles" of 1913.
+
+There will be a generous number of books so fine in point of
+matter and makeup that we shall lament having been born too late
+to read these in our childhood. The information and the taste
+acquired by children who have read the best juvenile publications
+of the past ten years is perfectly amazing, and those extremists
+who decry the buying of any books especially written for children
+are nearly as nonsensical as the ones who would buy everything
+the child wishes.
+
+But when one has selected with satisfaction perhaps a hundred and
+fifty titles, one begins to get into the potboiler class--the
+written-to-order information book which may be guaranteed to kill
+all future interest in a subject treated in style so wooden and
+lifeless; the retold classic in which every semblance to the
+spirit of the original is lost, and the reading of which will
+give to the child that familiarity which will breed contempt for
+the work itself; the atrocious picture book modeled after the
+comic supplement and telling in hideous daubs of color and
+caricature of line the tale of the practical joker who torments
+animals, mocks at physical deformities, plays tricks on parents,
+teases the newlywed, ridicules good manners, whose whole aim, in
+short, is to provoke guffaws of laughter at the expense of
+someone's hurt body or spirit. There will be collections of folk
+and fairy tales, raked together without discrimination from the
+literature of people among whom trickery and cunning are the most
+admired qualities; there will be school stories in which the
+masters and studious boys grovel at the feet of the football
+hero; in greater number than the above will be the stories
+written in series on thoroughly up-to-date subjects.
+
+I shall be much surprised if we do not learn this fall that the
+world has been deceived in supposing that to Amundsen and Scott
+belong the honor of finding the South Pole, or to Gen. Goethals
+the credit of engineering the Panama Canal. If we do not discover
+that some young Frank or Jack or Bill was the brains behind these
+achievements, I shall wonder what has become of the ingenuity of
+the plotter of the series stories--the "plotter" I say advisedly,
+for it is a known fact that many of these stories are first
+outlined by a writer whose name makes books sell, the outlines
+then being filled in by a company of underlings who literally
+write to order. When we learn, also, that an author who writes
+admirable stories, in which special emphasis is laid upon fair
+play and a sense of honor, is at the same time writing under
+another name books he is ashamed to acknowledge, we are not
+surprised at the low grade of the resulting stories.
+
+With the above extremes of good and poor there will be quantities
+on the border line, books not distinctly harmful from one
+standpoint--in fact, they will busily preach honesty and pluck
+and refinement, etc., but they will be so lacking in imagination
+and power, in the positive qualities that go to make a fine book,
+that they cannot be called wholly harmless, since that which
+crowds out a better thing is harmful, at least to the extent that
+it usurps the room of the good.
+
+These books we will be urged to buy in large duplicate, and when
+we, holding to the ideal of the library as an educational force,
+refuse to supply this intellectual pap, well-to-do parents may be
+counted upon to present the same in quantities sufficient to
+weaken the mental digestion of their offspring beyond cure by
+teachers the most gifted.
+
+There are two principal arguments--so-called--hurled at every
+librarian who tries to maintain a high standard of book
+selection. One is the "I read them when I was a child and they
+did me no harm" claim; the other, based upon the doggedly clung-
+to notion that our ideal of manhood is a grown-up Fauntleroy,
+infers that every book rejected was offensive to the children's
+librarian because of qualities dangerously likely to encourage
+the boy in a taste for bloodshed and dirty hands.
+
+Now, in this day when parents are frantically protecting their
+children from the deadly house fly, the mosquito, the common
+drinking cup and towel; when milk must be sterilized and water
+boiled and adenoids removed; when the young father solemnly bows
+to the dictum that he mustn't rock nor trot his own baby-- isn't
+it really matter for the joke column to hear the "did me no harm"
+idea advanced as an argument? And yet it is so offered by the
+same individual who, though he has survived a boyhood of mosquito
+bites and school drinking cups, refuses to allow his child to
+risk what he now knows to be a possible carrier of disease.
+
+The "what was good enough for me is good enough for my children"
+idea, if soberly treated as an argument in other matters of life,
+would mean death to all progress, and it is no more to be treated
+seriously as a reason for buying poor juvenile books than a
+contention for the fetich doctor versus the modern surgeon, or
+for the return to the foot messenger in place of electrical
+communication.
+
+It would be tactless, if not positively dangerous, if we
+children's librarians openly expressed our views when certain
+people point boastfully to themselves as shining products of
+mediocre story book childhoods. So I would hastily suppress this
+thought, and instead remind these people that, as a vigorous
+child is immune from disease germs which attack a delicate one,
+so unquestionably have thousands of mental and moral weaklings
+been retarded from their best development by books that left no
+mark on healthy children. In spite of the probability that there
+are to-day alive many able-bodied men who cut their first teeth
+on pickles and pork chops, we do not question society's duty to
+disseminate proper ideas on the care and feeding of children.
+
+Isn't it about time that we nailed down the lid of the coffin on
+the "did me no harm" argument and buried the same in the depths
+of the sea?
+
+Another notion that dies hard is one assuming that, since the
+children's librarian is a woman, prone to turn white about the
+gills at the sight of blood--or a mouse--she can not possibly
+enter into the feelings of the ancestral barbarian surviving in
+the young human breast, but must try to hasten the child's
+development to twentieth century civilization by eliminating the
+elemental and savage from his story books.
+
+If those who grow hoarse shouting the above would take the
+trouble to examine the lists of an up-to-date library they might
+blush for their shallowness, that they have been basing their
+opinions on their memory of library lists at least twenty-five
+years old.
+
+We do not believe that womanly women and manly men are most
+successfully made by way of silly, shoddy, sorry-for-themselves
+girlhoods, or lying, swaggering, loafing boyhoods; and it is the
+empty, the vulgar, the cheap, smart, trust-to-luck story, rather
+than the gory one, that we dislike.
+
+I am coming to the statement of what I believe to be the problem
+most demanding our study today. It is, briefly, the problem of
+the mediocre book, its enormous and ever-increasing volume. More
+fully stated it is the problem of the negatively as the enemy of
+the positively good; of the cultivation of brain laziness by
+"thoughts-made-easy" reading. It is a republic's, a public school
+problem, viz.: How is it possible to raise to a higher average
+the lowest, without reducing to a dead level of mediocrity the
+citizens of superior possibilities? Our relation to publisher and
+parent, to the library's adult open shelves of current fiction
+enter into the problem. The children's over-reading, and their
+reluctance to "graduate" from juvenile books, these and many
+other perplexing questions grow out of the main one.
+
+I said awhile ago that the new education has had a tendency to
+make life too soft for children, and to give to their parents the
+belief that natural instincts alone are safe guides to follow in
+rearing a child. I hope I shall not seem to be a good old times
+croaker, sighing for the days when school gardens and folk
+dancing and glee clubs and dramatization of lessons and beautiful
+text-books and fascinating handicraft and a hundred other
+delightful things were undreamed-of ways of making pleasant the
+paths of learning. Heaven forbid that I should join the ranks of
+those who carp at a body of citizens who, at an average wage in
+America less than that of the coal miner and the factory worker,
+have produced in their schools results little short of the
+miraculous. To visit, as I have, classrooms of children born in
+slums across the sea, transplanted to tenements in New York, and
+to see what our public school teachers are making of these
+children--the backward, the underfed, the "incorrigible," the
+blind, the anaemic--well, all I can say is, I do not recommend
+these visits to Americans of the stripe of that boastful citizen
+who, being shown the crater of Vesuvius with a "There, you
+haven't anything like that in America!" disdainfully replied,
+"Naw, but we've got Niagara, and that'd put the whole blame thing
+out!" For myself I never feel quite so disposed to brag of my
+Americanism as when I visit some of our New York schools.
+
+And yet, watching the bored shrug of the bright, well-born high
+school child when one suggests that "The prince and the pauper"
+is quite as interesting a story as the seventh volume of her
+latest series, a librarian has some feelings about the lines-of-
+least-resistance method of educating our youth, which she is glad
+to find voiced by some of our ablest thinkers.
+
+Here is what J. P. Munroe says: "Many of the new methods . . .
+methods of gentle cooing toward the child's inclinations, of
+timidly placing a chair for him before a disordered banquet of
+heterogeneous studies, may produce ladylike persons, but they
+will not produce men. And when these modern methods go as far as
+to compel the teacher to divide this intellectual cake and
+pudding into convenient morsels and to spoon-feed them to the
+child, partly in obedience to his schoolboy cravings, partly in
+conformity to a pedagogical psychology, then the result is sure
+to be mental and moral dyspepsia in a race of milk-sops." How
+aptly "spoon-fed pudding" characterizes whole cartloads of our
+current "juveniles"!
+
+Listen to President Wilson's opinion: "To be carried along by
+somebody's suggestions from the time you begin until the time
+when you are thrust groping and helpless into the world, is the
+very negation of education. By the nursing process, by the
+coddling process you are sapping a race; and only loss can
+possibly result except upon the part of individuals here and
+there who are so intrinsically strong that you cannot spoil
+them."
+
+Hugo Munsterberg is a keen observer of the product of American
+schools, and contrasting their methods with those of his boyhood
+he says: "My school work was not adjusted to botany at nine years
+because I played with an herbarium, and at twelve to physics
+because I indulged in noises with home-made electric bells, and
+at fifteen to Arabic, an elective which I miss still in several
+high schools, even in Brookline and Roxbury. The more my friends
+and I wandered afield with our little superficial interests and
+talents and passions, the more was the straight-forward
+earnestness of the school our blessing; and all that beautified
+and enriched our youth, and gave to it freshness and liveliness,
+would have turned out to be our ruin, if our elders had taken it
+seriously, and had formed a life's program out of petty caprices
+and boyish inclinations."
+
+And Prof. Munsterberg thrusts his finger into what I believe to
+be the weakest joint in our educational armor when he says, "As
+there is indeed a difference whether I ask what may best suit
+the taste and liking of Peter, the darling, or whether I ask what
+Peter, the man, will need for the battle of life in which nobody
+asks what he likes, but where the question is how he is liked,
+and how he suits the taste of his neighbors."
+
+What would become of our civilization if we were to follow merely
+the instincts and natural desires? Yet is there not in America a
+tremendous tendency to the notion, that except in matters of
+physical welfare, the child's lead is to be followed to extreme
+limits? Don't we librarians feel it in the pressure brought to
+bear upon us by those who fail to find certain stories, wanted by
+the children, on our shelves? "Why, that's a good book," the
+parent will say, "The hero is honest and kind, the book won't
+hurt him any--in fact it will give the child some good ideas."
+
+"Ideas." Yes, perhaps. There is another educator I should like to
+quote, J. H. Baker in his "Education and life." "Whatever you
+would wish the child to do and become, that let him practice. We
+learn to do, not by knowing, but by knowing and then doing.
+Ethical teaching, tales of heroic deeds, soul-stirring fiction
+that awakens sympathetic emotions may accomplish but little
+unless in the child's early life the ideas and feelings find
+expression in action and so become a part of the child's power
+and tendency. . ."
+
+Now we believe with G. Stanley Hall that, "The chief enemy of
+active virtue in the world is not vice but laziness, languor and
+apathy of will;" that "mind work is infinitely harder than
+physical toil;" that (as another says) "all that does not rouse,
+does not set him to work, rusts and taints him the disease of
+laziness destroys the whole man."
+
+And when children of good heritage, good homes, sound bodies,
+bright minds, spend hours every week curled up among cushions,
+allowing a stream of cambric-tea literature gently to trickle
+over their brain surfaces, we know that though the heroes and
+heroines of these stories be represented as prodigies of industry
+and vigor, our young swallowers of the same are being reduced to
+a pulp of brain and will laziness that will not only make them
+incapable of struggling with a page of Quentin Durward, for
+example, but will affect their moral stamina, since fighting
+fiber is the price of virtue.
+
+Ours is, as I have said, a public education, a republic's
+problem. To quote President Wilson again: "Our present plans for
+teaching everybody involve certain unpleasant things quite
+inevitably. It is obvious that you cannot have universal
+education without restricting your teaching to such things as
+can be universally understood. It is plain that you cannot impart
+'university methods' to thousands, or create 'investigators' by
+the score, unless you confine your university education to
+matters which dull men can investigate, your laboratory training
+to tasks which mere plodding diligence and submissive patience
+can compass. Yet, if you do so limit and constrain what you
+teach, you thrust taste and insight and delicacy of perception
+out of the schools, exalt the obvious and merely useful things
+above the things which are only imaginatively or spiritually
+conceived, make education an affair of tasting and handling and
+smelling, and so create Philistia, that country in which they
+speak of 'mere literature.' "
+
+In our zeal to serve the little alien, descendant of generations
+of poverty and ignorance, let us not lose sight of the importance
+to our country of the child more fortunate in birth and brains.
+So strong is my feeling on the value of leaders that I hold we
+should give at least as much study to the training of the
+accelerate child as we give to that of the defective. Though I
+boast the land of Abraham Lincoln and Booker Washington I do not
+give up one iota of my belief that the child who is born into a
+happy environment, of parents strong in body and mind, holds the
+best possibilities of making a valuable citizen; and so I am
+concerned that this child be not spoiled in the making by a
+training or lack of training that fails to recognize his
+possibilities.
+
+It is encouraging to kind growing attention in the "Proceedings"
+of the N. E. A. and other educational bodies to the problem of
+the bright child who has suffered by the lock-step system which
+has molded all into conformity with the capabilities of the
+average child.
+
+The librarian's difficulty is perhaps greater than that of the
+teacher, because open shelves and freedom of choice are so
+essential a part of our program. We must provide easy reading for
+thousands of children. Milk and water stories may have an actual
+value to children whose unfavorable heritage and environment have
+retarded their mental development. But the deplorable thing is to
+see young people, mercifully saved from the above handicaps,
+making a bee line for the current diluted literature for
+grown-ups, (as accessible as Scott on our open shelves) and to
+realize that this taste, which is getting a life set, is the
+inevitable outcome of the habit of reading mediocre juveniles.
+
+We must not rail at publishers for trying to meet the demands of
+purchasers. Our job is to influence that demand far more than we
+have done as yet. Large book jobbers tell us that millions and
+millions of poor juveniles are sold in America to thousands of
+the sort we librarians recommend. I have seen purchase lists of
+boys' club directors and Sunday School library committees calling
+for just the weak and empty stuff we would destroy. I have
+unwittingly been an eavesdropper at Christmas book counters and
+have heard the orders given by parents and the suggestions made
+by clerks. And I feel that the public library has but skirmished
+along the outposts while the great field of influencing the
+reading of American children remains unconquered. Until we affect
+production to the extent that the book stores circulate as good
+books as the best libraries we cannot be too complacent about our
+position as a force in citizen making.
+
+An "impossible" ideal, of course, but far from intimidating, the
+largeness of the task makes us all the more determined.
+
+This paper attempts no suggestion of new methods of attacking the
+problem. It is rather a restatement of an old perplexity. I harp
+once more on a worn theme because I think that unless we
+frequently lift our eyes from the day's absorbing duties for a
+look over the whole field, and unless we once and again make
+searching inventory of our convictions, our purposes, our
+methods, our attainments, we are in danger of letting ourselves
+slip along the groove of the taken-for-granted and our work loses
+in power as we allow ourselves to become leaners instead of
+leaders. May we not, as if it were a new idea, rouse to the
+seriousness of the mediocre habit indulged in by young people
+capable of better things? Should not our work with children reach
+out more to work with adults, to those who buy and sell and make
+books for the young? Is it not time for the successful teller of
+stories to children to use her gifts in audiences of grown
+people, persuading these molders of the children's future of the
+reasonableness of our objection to the third rate since it is the
+enemy of the best? May it not be politic, at least, for the
+librarian to descend from her disdainful height and make friends
+with "the trade," with bookseller and publisher who, after all,
+have as good a right to their bread and butter as the librarian
+paid out of the city's taxes?
+
+And then--is it not possible that we might be better librarians
+if we refused to be librarians every hour in the day and half the
+night as well? What if we were to have the courage to refuse to
+indulge in nervous breakdowns, because we deliberately plan to
+play, and to eat, and to sleep, to keep serene and sane and
+human, believing that God in His Heaven gives His children a
+world of beauty to enjoy as well as a work to do with zeal. If we
+lived a little longer and not quite so wide, the gain to our
+chosen work in calm nerves and breadth of interest and sympathy
+would even up for dropping work on schedule time for a symphony
+concert or a country walk or a visit with a friend--might even
+justify saving the cost of several A. L. A. conferences toward a
+trip to Italy!
+
+This hurling at librarians advice to play more and work less
+reminds me of a story told by a southern friend. Years ago, in a
+sleepy little Virginia village, there lived two characters
+familiar to the townspeople, whose greatest daily excitement was
+a stroll down to the railroad station to watch the noon express
+rush through to distant southern cities. One of these personages
+was the station keeper, of dry humor and sententious habit, whom
+we will call Hen Waters; the other was the station goat, named,
+of course, Billy. Year after year had Billy peacefully cropped
+the grass along the railroad tracks, turning an indifferent ear
+to the roar of the daily express, when suddenly one day the
+notion seemed to strike his goatish mind that this racket had
+been quietly endured long enough. With the warning whistle of the
+approaching engine, Billy, lowering his head, darted furiously up
+the track, intending to butt the offending thunderer into Kingdom
+Come. When, a few seconds later, the amazed spectators were
+gazing after the diminishing train, Hen Waters, addressing the
+spot where the redoubtable goat had last been seen, drawled out:
+"Billy, I admire your pluck--but darn your discretion!"
+
+The parallel between the the ambitions and the futility of the
+goat, and the present speaker's late advice is so obvious that
+only the illogicalness of woman can account for my cherishing a
+hope that I may be spared the fate of the indiscreet Billy.
+
+
+ VALUES IN LIBRARY WORK WITH CHILDREN
+
+
+This second paper on Values in library work with children, was
+presented at the Kaaterskill Conference of the A. L. A. in 1913
+by Caroline Burnite. In it are discussed "departmental
+organization as it benefits the reading child, and the principles
+and policies which have developed through departmental unity."
+For inclusion in this volume it has been somewhat condensed by
+the author.
+
+Caroline Burnite was born in Caroline County, Maryland, in 1875;
+was graduated from the Easton, Maryland, High School in 1892 and
+from Pratt Institute Library School in 1894. From 1895 to 1901
+she was librarian of the Tome Institute in Port Deposit,
+Maryland. She was an assistant in the Carnegie Library of
+Pittsburgh from 1902 to 1904, when she became Director of
+Children's Work in the Cleveland Public Library, the position she
+now holds. Miss Burnite is also an instructor in the Western
+Reserve Library School.
+
+
+To elucidate principles of value, I shall use, by way of
+illustration, the experience and structure of a children's
+department where the problem of children's reading and the means
+of bringing books to them has been intensively studied for some
+nine years.... Probably about six out of ten of the children of
+that city read library books in their homes during the year, and
+each child reads about twenty books on the average. In all,
+fifty- four thousand children read a million books, which reach
+them through forty-three librarians assigned for special work
+with these children, through three hundred teachers and about one
+hundred volunteers.
+
+Now, we know that six out of ten children is not an ideal
+proportion of the total number. We know also, inversely, that the
+volume of work entailed in serving fifty-four thousand children
+may endanger the quality of book service given to each child.
+Both of these conditions show that the experience of each reading
+child should make its own peculiar contribution to the general
+problem of children's reading and that the experience of large
+numbers of reading children should be brought to bear upon the
+problem of the individual. To accomplish this, work with the
+children was given departmental organization. My concern in this
+paper is with departmental organization as it benefits the
+reading child, and with the principles and policies which have
+been developed through departmental unity.
+
+We think ordinarily that one who loves books has three general
+hallmarks: his reading is fairly continuous, there is a
+permanency of book interest, and this interest is maintained on a
+plane of merit. But in the child's contact with the library there
+are many evidences of modifications of normal book interests.
+Instead of continuity of reading, the children's rooms are
+overcrowded in winter and have far less use in summer; instead of
+permanency of book interest extending over the difficult
+intermediate period, large numbers of those children who leave
+school before they reach high school have little or no library
+contact during their first working years, and without doubt the
+interesting experiences with working children, which librarians
+are prone to emphasize, give us an impression that a larger
+number are readers than careful investigation would show. And as
+for the quality of reading of many children who are at work we
+cannot maintain that it is always on a high plane.
+
+Such results are largely due to environmental influences.
+Deprived for the greater part of the year at least, of
+opportunity for normal youthful activities, the child's entire
+physical and mental schedule is thrown out of balance and he
+turns to reading, a recreation at his service at any time, only
+when there is little opportunity to follow other interests. Since
+the strain upon the ear and the eye, and back and brain is so
+great in the shop, the tendency in the first working years is too
+often toward recreations in which the book has no place. The
+power of the nickel library over the younger boy and girl can be
+broken by the presence of the public library, but the quality of
+the reading of the intermediate is often due to the popularity of
+the mediocre modern novel, with its present-day social interests.
+For these and other reasons, the whole judgment of the results of
+library work with children can not rest upon such general tests
+of normal book interests as we have stated. Rather such
+variations from the normal are themselves conditions which
+influence the structure of the work and especially the principles
+of book presentation. Children with pressing social needs must
+have books with social values to meet those needs; chiefest of
+these are right social contacts, true social perspective,
+traditions of family and race, loveliness of nature,
+companionship of living things, right group association and group
+interests.
+
+Starting with the principle that books should construct a larger
+social ideal for the greater number of children instead of
+confirming their present one, it was first necessary to find out
+from actual work with children, what their reactions to books
+with various interests are. Such knowledge was supplemented by
+the recorded testimony of men and women of their indebtedness to
+children's books, especially such as "Tom Brown" and "Little
+Women," and especially of their youthful appreciation of the
+relationships and interdependence of the characters.
+
+After we were able to evaluate books and to have some definite
+idea of which were good and which poor, the question arose:
+Should we have books with manifestly weak values in the library
+as a concession to some children who might not read the better
+books, or by having them do we harm most those very children to
+whom we have conceded them? The gradual solution of this problem
+seems to me to be one of the greatest services which a library
+can render its children. A safe answer seems to be: No books weak
+in social ideals should be furnished, provided we do not lose
+reading children by their elimination. If such books are the best
+a child will read, and we take them away, causing him to lose
+interest in reading, he is apt to come under even less favorable
+influences.
+
+Another problem which arose was that the cumulative experience of
+librarians working with children showed that many books, weak in
+social viewpoint, lead only to others of their kind, and that
+such books are the ones read largely by those children which are
+most occasional and spasmodic in their reading. Here was a
+determining point in the establishment of standards of reading,
+for it brought us face to face with the question: Shall we
+consider this situation our fault since we supply such books to
+children who need something better vastly more than do children
+in happier circumstances, or shall we merely justify our
+selection by maintaining that those children will under no
+circumstances read a higher grade of books? However, observation
+showed that other books were read also by children with social
+limitations; books which, although apparently no better, lead to
+a better type of reading, and this prompted the policy of the
+removal of books which had little apparent influence in
+developing a good reading taste. This was done, however, with the
+definite intention that an increasingly better standard of
+reading must mean that no children cease using the library, an
+end only made possible by a knowledge of the value of the
+individual book to the individual child.
+
+Now let us see what changes have been evolved in the book
+collections in the department under consideration:
+
+At first the proportion of books of the doubtful class to those
+which were standard was considered, and it was seen that this
+preponderance of the doubtful class should be decreased in order
+that a child's chances for eventually reading the best might be
+improved. It is obvious that the reading for the younger children
+should be the more carefully safeguarded, and this was the first
+point of attack. As a result, two types of books were eliminated:
+
+
+1. All series for young children, such as Dotty Dimples and
+Little Colonels.
+
+2. Books for young children dealing with animal life which have
+neither humane nor scientific value, such as Pierson and
+Wesselhoeft.
+
+
+Also stories of child life for young children were restricted to
+those which were more natural and possible, and on the other
+hand, stories read by older girls in which adults were made the
+beneficiaries of a surprisingly wise child hero, such as the
+Plympton books, were eliminated.
+
+The successful elimination of these books, together with the
+study of the children's reading as a whole, suggested later, that
+other books could be eliminated or restricted without loss of
+readers. In the course of time, the following results were
+accomplished:
+
+
+1. The restriction of the stories of the successful poor boy to
+those within the range of possibility, as are the Otis books,
+largely.
+
+2. The elimination of stories in which the child character is not
+within a normal sphere; for instance, the child novel, such as
+Mrs. Jamison's stories.
+
+3. Lessening the number of titles by authors who are undeservedly
+popular, such as restricting the use of Tomlinson to one series
+only.
+
+4. The restriction of any old and recognized series to its
+original number of titles, such as the Pepper series. The
+disapproval of all new books obviously the first in a series.
+
+5. The elimination of travel, trivial in treatment and in series
+form, such as the Little Cousins.
+
+6. The elimination of the modern fairy tale, except as it has
+vitality and individual charm, as have those of George McDonald.
+
+7. The elimination of interpreted folk lore, such as many of the
+modern kindergarten versions.
+
+8. The elimination of word books for little children, and the
+basing of their reading upon their inherent love for folk lore
+and verse.
+
+Without analyzing the weakness of all these types, I wish to say
+a word about the series. This must be judged not only by content,
+but by the fact that in the use of such a form of literature the
+tendency of the child toward independence of book judgment and
+book selection is lessened and the way paved for a weak form of
+adult literature.
+
+The later policies developed regarding book selection have been
+these:
+
+
+1. Recognizing "blind alleys" in children's fiction, such as the
+boarding school story and the covert love story, and buying no
+new titles of those types.
+
+2. Lessening the number of titles of miscellaneous collections of
+folk-lore in which there are objectionable individual tales, for
+instance, buying only the Blue, Green and Yellow fairy books.
+
+3. The elimination, or use in small numbers, of a type of history
+and biography which is not scholarly, or even serious in
+treatment, such as the Pratt histories.
+
+4. The elimination of such periodical literature for young
+children, as the Children's Magazine and Little Folks, since
+their reading can be varied more wholesomely without it.
+
+Reports of reading sequences from each children's room have
+furnished the basis for further study of children's reading.
+These are discussed and compared by the workers, a working
+outline of reading sequences made and reported back to each room,
+to be used, amplified and reported on again.
+
+While those books which are no longer used may have been at one
+time necessary to hold a child from reading something poorer, we
+did not lose children through raising the standard, and the
+duplication of doubtful books in the children's room is less
+heavy now than it was a few years ago. This is shown by the fact
+that there are more than twice as many children who are reading,
+and almost three times as many books being read as there were
+nine years ago, while the number of children of the city has
+increased but 72 per cent. Furthermore, the proportion of
+children of environmental limitations has by no means diminished,
+and the foreign population is much the same--more than 74 per
+cent.
+
+Of course, the elimination of some books was accomplished because
+there were better books on the subject, but the general result
+was largely brought about because in the establishment of these
+higher standards we did not exceed the ideals and standards of
+those who were working with the children. The standards which
+they brought to the work, and which they deduced themselves from
+their experience, were crystalized through Round Table
+discussion, where each worker measured her results by those of
+the others and thereby recognized the need of constant, but
+careful experimentation.
+
+Experience has proved that a children's department can not reach
+standards of reading which in the judgment of librarians working
+with the children are beyond the possibility of attainment, for
+with them rests entirely the delicate task of the adjustment of
+the book to the child. A staff of children's librarians of good
+academic education, the best library training, a true vision of
+the social principles; a broad knowledge of children's literature
+is the greatest asset for any library doing children's work.
+
+But it is true, inversely, that in raising the standards of the
+children the standards of the workers were raised. By this I mean
+that with definite methods of book presentation in use, the
+worker saw farther into the mental and material life of the child
+and understood his social instincts better. This has been
+evidenced in the larger duplication of the better books. Among
+the methods are those which recognize group interest and group
+association as a social need of childhood. Through unifying and
+intensifying the thoughts and sympathies of the children by
+giving them great and universal thought in the story hour, the
+mediocre is often bridged and both the child and the worker
+reaches a higher plane of experience. Also by giving children a
+group interest, not only children recognize that books may be
+cornerstones for social intercourse and that there is connection
+between social conduct as expressed in books and their own social
+obligations, but what is also important, the worker learns that
+when children are at the age of group activity and expression
+they can often be more permanently influenced as a group than as
+individuals. This prompted the organization of clubs for older
+children.
+
+Through the recognition of the principle that there are methods
+of book appeal for use with individual children and other methods
+for groups of children, it was shown that the organization of
+the work as a whole must be such that the chief methods of
+presentation of literature could be fully developed. It was seen
+that, far less with a group of children than with the individual
+child, could we afford to give a false experience or an
+unfruitful interest, and that material for group presentation,
+methods of group presentation and the social elements which are
+evinced in groups of children should receive an amount of
+attention and study which would lead to the surest and soundest
+results. This could be fully accomplished only by recognizing
+such methods as distinct functions of the department. In other
+words, that there should not only be divisions of work with
+children according to problems of book distribution, such as by
+schools and home libraries, but there must be of necessity,
+divisions by problems of reading. Whereas, in a smaller
+department all divisions would center in the head, the volume of
+work in a large library renders necessary the appointment of an
+instructor in story-telling and a supervisor of reading clubs,
+which results in a higher specialization and a greater impetus
+for these phases of work than one person can accomplish. Here we
+have a concrete instance of the benefit that a large volume of
+work may confer upon the individual child.
+
+With the attainment of better reading results and higher
+standards for the workers, it is obvious that the reading
+experiences of the children and the standards of the workers must
+be conserved, and that the organization should protect the
+children, as far as possible, from the disadvantage of change of
+workers. Considerable study has been given to this, and yearly
+written reports on the reading of children in each children's
+room are made, in which variations from accepted standards of
+the children's reading in that library, with individual
+instances, are usually discussed. However, the children's
+librarian is entirely free to report the subject from whatever
+angle it has impressed her most. Also a written report is made of
+the story hour, the program, general and special results, and
+intensity of group interest in certain types of stories. This
+report is supplementary to a weekly report in prescribed form, of
+the stories told, sources used and results. All programs used
+with clubs are reported and semi-annual report made of the club
+work as a whole. By discussion and reports back to individual
+centers, these become bases for a wider vision of work and a
+wiser direction of energy with less experimentation.
+
+The connection between work with children and the problem of the
+reading of intermediates, referred to in the beginning, should
+not be dismissed in a paragraph. However, it is only possible to
+give a short statement of it. Recognizing that the reading of
+adult books should begin in the children's room, a serious study
+of adult books possible for children's reading was made by the
+children's librarians, the reports discussed and the books added
+to the department as the result. A second report of adult titles
+which children and intermediates might and do read was called for
+recently and from that a tentative list had been furnished to
+both adult and children's workers for further study. The
+increasing number of workers in the children's department who
+have had general training, and in the adult work who have had
+special training for work with children make such reports of much
+value. In order to follow the standards of children's work, there
+is one principle which is obvious, namely, a book disapproved as
+below grade for juveniles should not be accepted for general
+intermediate work. This is especially true of books of adventure
+which a boy of any age between 12 and 18 would read.
+
+In conclusion, the chief means of determining values in library
+work with children are these: An intensive study of the reading
+of children in relation to its social and informational worth to
+them; the right basis of education and training for such study,
+on the part of the workers; the direction of such study in a way
+that brings about a higher and more practical standard on the
+part of the worker; the conservation of her experience. These are
+the great services which the library may render children and they
+can be most fully accomplished, I believe, through departmental
+organization.
+
+
+ ADMINISTRATION AND METHODS; REFERENCE WORK; DISCIPLINE
+
+
+The section devoted to administration and methods records the
+"expansion of the library ideal" in multiplying the sources from
+which books may be borrowed; pictures the opportunities of the
+small library; emphasizes the importance of personal work, since
+the "child must be known as well as the book"; explains the
+library league as a means of encouraging the care of books and as
+an advertising medium; gives a thorough discussion of the use of
+the picture bulletin, and suggests systematic work with mothers
+as an important and resultful method.
+
+Four articles on reference work and instruction in library use
+bring out the importance of careful cataloguing, of thorough
+knowledge of resources, and of practical plans to enable the
+children to help themselves.
+
+Three articles on discipline present this sometimes difficult
+problem from varying viewpoints. It is said to resolve itself
+"into the exercise of great tact, firmness, and, again,
+gentleness." Again, "many of the problems of discipline in a
+children's room would cease to be problems if the material
+conditions of the room itself were ideal." The Wisconsin report
+is of special value because it represents the experiences of
+small as well as of large libraries. It lays stress on some of
+the points brought out by Miss Dousman, who says: "In our zeal to
+control the child, some have lost sight of the fact that it is
+quite as important to teach the child to control himself; that if
+he is to become a good citizen, he cannot learn too early to
+respect the rights of others."
+
+
+ THE CHILDREN'S ROOM AND THE CHILDREN'S LIBRARIAN
+
+
+Some of the principles of library work with children, and the
+qualifications of a children's librarian were discussed by Miss
+Eastman in the following paper read at the fourth annual meeting
+of the Ohio Library Association held in Dayton in 1898. Linda
+Anne Eastman was born in Oberlin, Ohio, in 1867; was educated in
+the Cleveland Public Schools, and taught in the public schools of
+West Cleveland and Cleveland from 1885 to 1892, when she became
+an assistant in the Cleveland Public Library. In 1895-1896 she
+was assistant librarian and cataloguer in the Dayton, Ohio,
+Public Library, and in 1896 became vice-librarian of the
+Cleveland Public Library, where she has since remained. Since
+1904 she has been an instructor in the Library School of Western
+Reserve University. She was a charter member of the Ohio Library
+Association, and its president in 1903-1904, Miss Eastman has
+made frequent contributions to library periodicals.
+
+
+In the planning of a new library building, or the remodeling of
+an old one, there is no department to which I should give more
+thought in the working out of the details than in the children's
+department, in order to best adapt the arrangement to its use.
+
+Its location in the building is the first matter for
+consideration. It should be easy of access from the main
+entrance, or, better still, have an entrance of its own directly
+from the outside, in order that the noise of the children may not
+become a disturbing element in the corridors and in other parts
+of the library. It would seem desirable, also, for many reasons,
+to have the children's department not too far removed from the
+main circulating department.
+
+The children's department in a large library should contain at
+least two large rooms, one for the reading and reference room,
+the other for the circulating books. The rooms should be light,
+bright and cheery, as daintily artistic and as immaculately clean
+as it is possible to make and keep them. Wall cases seem best for
+the shelving of the books, low enough for the children to reach
+the shelves easily. These low cases also allow wall space above
+for pictures, and plenty of this is desirable. A children's room
+cannot have too many pictures,[1] nor any which are too fine for
+it; choose for it pictures which are fine, and pictures which
+"tell a story." Provide, also, plenty of space for bulletins, for
+the picture bulletins have become an important factor in the
+direction of the children's reading. One enthusiastic children's
+librarian wrote me recently that her new "burlap walls, admitting
+any number of thumb-tacks" were the delight of her heart. There
+should be reading tables and rubber- tipped chairs, low ones for
+the little children; and wherever there is space for them, the
+long, low seats, in which children delight to snuggle down so
+comfortably.
+
+
+[1] If this paper were now open to revision, the writer would
+omit "cannot have too many pictures." The reaction against bare,
+bleak walls may not make it necessary to warn against
+over-decoration, but its undesirability should he recognized.--L.
+A. E.
+
+
+As to the arrangement of the books, I should divide them into
+three distinct classes for children of different ages:
+
+(1) The picture books for the very little ones, arranged
+alphabetically.
+
+(2) The books for children from seven to ten or twelve years of
+age. While these books should be classified for the cataloging, I
+should place them on the shelves in one simple alphabetical list
+by authors, mixing the fiction, history, travel, poetry, etc.,
+just as they might happen to come in this arrangement. I believe
+this would lead the children to a more varied choice in their
+reading, and that they would thus read and enjoy biography,
+history, natural science, etc., before they learned to
+distinguish them from stories, whereas by the classified
+arrangement they would choose their reading much more often from
+the one class only.
+
+(3) The books for boys and girls from ten or twelve years of age
+to fifteen or sixteen. These should be arranged on the shelves
+regularly according to class number, in order that the children
+may become acquainted with the classification and arrangement,
+learn to select their books intelligently, and be prepared to
+graduate from here into the adult library.
+
+Where it is possible to duplicate the simple and more common
+reference books in the juvenile department, these should form a
+fourth class. Then there should be all of the good juvenile
+periodicals, with some of the best illustrated papers, such as
+Harper's weekly, for the reading room.
+
+With many libraries a children's department on such a scale is an
+impossibility; but if you cannot give two rooms to the children
+give them one, and if you cannot do that, at least give them a
+corner and a table which they can feel belongs to them; and if
+you cannot give them a special assistant, set apart an hour or
+two each day when the children shall receive the first
+consideration--establish this as a custom, and both adults and
+children will be better served.
+
+Whatever one's specialty in library work may be, however far
+removed from the work with the children, it is well to understand
+something of the principles which underlie this foundation work
+with the children.
+
+It is only recently that these principles have begun to shape
+themselves with any definiteness; the children's department, as a
+fully equipped miniature library, and the children's librarian,
+as a specialist bringing natural fitness and special preparation
+to her work, are essentially the product of today; but they have
+come to stay, and they open to the child-lover, and the educator
+who works better outside than inside of the schoolroom limits, a
+field enticing indeed, and promising rich results. It is to the
+pioneers in this field, the earnest young women who are now doing
+careful experimental work and giving serious study to the
+problems that arise--it is to them that the children's
+departments of the future will be most indebted for perfected
+methods.
+
+The library must supplement the influence of the schools, of the
+home, and of the church; with some children it must even take the
+place of these other influences, and on its own account it must
+be a source of pleasure and an intellectual stimulus. If it is to
+accomplish all or any great part of this, not only for one, but
+for thousands of children, what serious thought and labor must go
+to its accomplishment! The children's librarian stands very close
+to the mother and the teacher in the power she can wield over the
+lives of the little ones. No one who lacks either the ability or
+desire to put herself into sympathetic touch with child-life
+should ever be assigned to work in the juvenile department, and
+the assistant who avowedly dislikes children, or who "has no
+patience with them," will work disastrous results if allowed to
+serve these little ones with an unwilling spirit --she should be
+relegated to some department of the library to which the sunshine
+of childhood can never penetrate, and kept there.
+
+I would name the following requisites for the successful
+accomplishment of the juvenile work:
+
+
+(1) Love for children.
+
+This being given, the way is open for intimate knowledge and
+understanding of them, which are likewise essential.
+
+
+(2) Knowledge of children's books.
+
+This is imperative if one is to give the right book to a child at
+the right time. Familiarity with the titles and with the outsides
+of the books is not enough, nor is it sufficient to know that a
+certain book is recommended in all of the best lists of
+children's books. A child will often refuse to take what has been
+recommended to him as a good book, when, if he be told some
+graphic incident in it, or have some interesting bit pointed out
+or read to him, he will bear it off as prize; with it, too, he
+will carry away an added respect for, and sense of comradeship
+with, the assistant, who "knows a good thing when she sees it,"
+and he will come to her for advice and consultation about his
+books the next time and the next, and so long thereafter as she
+can hold his confidence.
+
+Carefully prepared lists are most valuable in directing your
+attention to the best books, but after your notice has been
+called to them read them, form your own judgment on them, and if
+you recommend them, at least know why. What? some one asks,
+attempt to read all of the best children's books? Yes, read them,
+and do more than that with some; the children's classics, the
+books which no child can grow up without reading and not be the
+poorer, with these one should be so familiar as to be able to
+quote from them or turn instantly to the most fascinating
+passages--they should form a constant part of her stock in trade.
+Other books one could not spend so much time on, nor is it
+necessary--the critical ability to go through a book quickly and
+catch the salient points in style, treatment and subject matter,
+is as essential for the children's librarian as for anyone who
+has to do with many books, and it therefore behooves her to
+cultivate what I once heard called the sixth sense, the book
+sense.
+
+
+(3) Knowledge of library methods.
+
+In any work, interest and enthusiasm go a great way, but they can
+never wholly take the place of accurate technical knowledge of
+the best ways of doing things. The more general knowledge of
+library work and methods one can bring to the children's
+department, the better it will be both for the work and for the
+worker; and given these methods, one must have ability to fit
+them to the conditions and to the peculiar needs to be
+accomplished, or, where they will not fit, to modify them or
+originate new ones which are better for the work in hand.
+
+(4) A thorough knowledge of the course of study of the public
+schools.
+
+This is very necessary in order to intelligently supplement the
+work of the schools. A child comes wanting information on some
+subject upon which his ideas are exceedingly vague; for instance,
+he wants something about the mayor--what, he cannot tell you, but
+he was sent by his teacher to look up something about the mayor.
+You ask him what grade he is in, and he tells you the fourth.
+Your familiarity with the course of study should give you the
+clue at once, for the fourth grade topics in conduct and
+government include lessons on the city government, with its
+principal departments and officers, so you will look up, if you
+have not already done so, an outline of municipal government
+describing the position and duties of the mayor, which will be
+within the comprehension of the child. It should not happen that
+a dozen children ask for Little white lily, and be turned away
+without it, before it is discovered to be a poem by George
+MacDonald which the third grade children are given to read.
+
+This course of study the children's librarian should--not eat and
+sleep with exactly, but verily live and work with; it is one of
+her most valuable tools, and she should keep it not only within
+reach, at her finger's end, but as much as possible at her
+tongue's end, keeping pace with the assignment of work in the
+different grades and studies from month to month, and from week
+to week. She should know beforehand when a certain subject will
+be taken up by a certain grade, and have all available material
+looked up and ready, and new books bought if they will be needed
+and can be had--not wait until several hundred children come upon
+her for some subject on which a frantic search discloses the fact
+that the library contains not a thing suitable for their use, and
+then ask that books be bought, which, of course, come in after
+the demand is over, and stand idle upon the shelves for a whole
+year, taking the place of just so many more new books on subjects
+which will be needed later.
+
+The course of study, too, will furnish more useful hints for
+bulletins, exhibitions, reading-lists, and other forms of
+advertising, than can come from any other source; and not only in
+supplementing the school work, but also in directing the children
+in their general reading, is an intimate knowledge of the course
+of study an invaluable aid, as it gives you the unit of
+measurement for any child which enables you to correlate his
+reading along certain lines to that which has gone before, and to
+that which is to follow.
+
+(5) A knowledge of the principles of psychology and of education.
+
+I have placed last the requisite which I feel sure some
+theorists, at least, would place first, because I believe that,
+as a rule, it will come last in point of time, and will be worked
+up to through the preceding stages of the development of the
+children's librarian; but her work will not be grounded upon a
+firm foundation until she has consciously mastered these
+principles, and clearly outlined her own work, this new work of
+the book, in perfect harmony with them.
+
+There are many features of the children's work which I should
+like to dwell upon in detail, but I can do no more than mention a
+few of them. One of these is the Library league, with its
+threefold object of training the children in the proper care of
+books, of serving as an advertising medium for the library among
+the children themselves, and of furnishing a means of directing
+the reading of hundreds of children who cannot be reached
+individually. The possibilities of the league are beyond
+anything we have been able to realize.
+
+Another thing is the necessity of guarding against letting
+children read too much, or too entirely along one line. There is
+a habit of reading along lines which deaden, instead of
+stimulating, thought, and the habit, if carried to excess,
+becomes a mental dissipation which is utterly reprehensible; but
+the pathway to this habit is entered upon so innocently and
+unconsciously by the story-loving child that he (perhaps more
+often she) must be guided very tenderly and wisely past its
+dangers; the library which ignores this necessity may have much
+harm laid at its doors.
+
+The importance of providing, either in the school or the library,
+for systematic instruction in the use of books was emphasized in
+the report of the library section of the National Educational
+Association at Washington this summer; it is a necessity which
+must be met somewhere and somehow.
+
+Of one more thing I should speak because of its provision for the
+children--the expansion of the library ideal; not so many years
+ago branch libraries and traveling libraries were unknown; now we
+feel that one library is not enough for a large city; it must
+have branch libraries and delivery stations to take the books to
+the people, while traveling libraries carry them into the
+scattered districts in the country. For the future, we have
+visions of a system of libraries so complete that in no town or
+country district of the state will a little child be deprived of
+the pleasure of good books; and wherever it is possible to put a
+live, warm-hearted, sympathetic and child-loving woman as the
+medium between the library and the child, it will be done.
+
+Library work in its entirety offers much play for the missionary
+spirit, but nowhere else in its whole range is there such a labor
+of love as is hers who tries to bring the children early to their
+heritage in the beautiful world of books.
+
+
+ WORK WITH CHILDREN IN THE SMALL LIBRARY
+
+
+The blessings rather than the limitations of the small library
+are portrayed and the "possibility of personal, individual,
+first-hand contact with the children" is emphasized in this paper
+presented by Miss Clara W. Hunt at the Niagara Conference of the
+A. L. A. in 1903. A sketch of Miss Hunt appears on page 135.
+
+
+As the young theological student is prone to look upon his first
+country parish as a place to test his powers and to serve as a
+stepping-stone to a large city church, so the librarian of the
+country town who, visiting a great city library and seeing books
+received in lavish quantities which she must buy as sparingly as
+she buys tickets for expensive journeys out of her slender
+income, a beautifully furnished, conveniently equipped apartment
+especially for the children, for the student, for the magazine
+reader, evidences everywhere of money to spend not only for the
+necessities but also for the luxuries of library life--so it is
+quite natural for such a visitor to heave a deep sigh as she
+returns to her library home and contrasts her opportunities, or
+limitations as she would call them, with those of the worker in a
+numerically larger field; and quite natural is it for her to long
+for a change which she feels would mean a broadening and
+enlarging of outlook and opportunity.
+
+It is encouraging sometimes to look at our possessions through
+other people's spectacles, and perhaps I may help some worker in
+a small field to see in what she calls her limitations, not a
+hedging in but an opening, by drawing the contrast from another
+point of view--from that of one who is regretfully forced to give
+up almost all personal, individual work with the children and
+delegate to others that most delightful of tasks, because her
+library is so large and she has so much money to spend that her
+services are more needed in other directions. With a keen
+appreciation of the privilege it is to have charge of a small
+library, I am going to enumerate some of my reasons for having
+this feeling.
+
+I should explain, in this connection, that my thoughts have
+centered about the small town library, the library whose citizen
+supporters do not yet aggregate a population large enough to
+admit to dignifying their place of residence with the name of a
+city, a place, therefore, where the librarian may really be able
+to know every citizen of prominence, every school principal and
+teacher, the officers of the women's clubs, many of the mothers
+of the children she hopes to reach, and a very large number of
+the children themselves.
+
+What are the attractions in a spot like this, the compensations
+which make up even for the lack of a large amount of money to
+spend? Let me begin first with the less apparent advantages, the
+"blessings in disguise," I should call them.
+
+The first is the necessity for economy in spending one's
+appropriation. I imagine your astonishment and disapproval of the
+judgment of a person who can count the need of economy as any
+cause for congratulation. But let us look for a moment at some of
+the things you are saved by being forced to be "saving." The
+greatest good to your public and to yourself is that you must
+think of the ESSENTIALS, the "worth while" things first, last and
+always. You cannot afford to buy carelessly. Every dollar you
+spend must bring the best return possible and to the greatest
+number of people. Every foolish purchase means disappointment to
+your borrowers and wear on your own nerves. So, instead of being
+able to order in an off-hand way many things which may be
+desirable but which are really not essential, one gets a most
+valuable training in judgment by this constant weighing of good,
+indifferent and indispensable. To apply this to the principle of
+the selection of children's books--and nothing in work with
+children, except the personality of the worker with them is so
+important as this, we cannot buy everything, we must buy the
+best, and we therefore have an argument that must have a show of
+reasonableness to those borrowers who advocate large purchases of
+books you tell them your income will not cover.
+
+What are the essentials in children's books if your selection
+must be small? Our children can grow up without Henty. They must
+not grow up without the classics in myth and fable and legend,
+the books which have delighted grown people and adults for
+generations, and upon the child's early acquaintance with which
+depends his keen enjoyment of much of his later reading, because
+of the wealth of allusion which will be lost to him if he has not
+read aesop and King Arthur and the Wonder Book, Gulliver, Crusoe,
+Siegfried and many others of like company, in childhood. Then the
+librarian cannot afford to leave out collections of poetry. Her
+children must have poetry in no niggardly quantity, from Mother
+Goose and the Nonsense Book to our latest, most beautiful
+acquisitions, "Golden numbers" and the "Posy ring." And American
+history and biography must be looked after among the first things
+and constantly replenished. So must fairy tales, the best fairy
+tales--Andersen, Grimm, the Jungle books, MacDonald, Pyle, "The
+rose and the ring." Much more discrimination must be exercised in
+selecting the nature and science books than is usually the case.
+
+But, of course, most of the problems come when we are adding the
+story books. Here, most of all, the necessity for economy ought
+to be a help. It is a question of deciding on essentials, and
+having nerve enough to leave out those books whose only merits
+are harmlessness, and putting in nothing that is not positively
+good for something. The threadbare argument that we must buy of
+the mediocre and worse for the children who like such literature
+(principally because they know little about any other kind) will
+look very thin when we squarely face the fact that by such
+purchases we shut out books we admit to be really better, and
+when we honestly reflect upon the purpose of the public library.
+The sanest piece of advice that I ever heard given to those
+librarians who argue in favor of buying all the bootblack stories
+the boys want, was that of Miss Haines at a recent institute for
+town libraries. She asked that those men and women who enjoyed
+Alger and "Elsie" in childhood and who are arguing in their favor
+on the strength of the memory of a childish pleasure, take some
+of their old favorites and re-read them now, read them aloud to
+their young people at home, and then see if they care to risk the
+possibility of their own children being influenced by such
+ideals, forming such literary tastes as these books illustrate.
+Most of us desire better things for our children than we had
+ourselves. If a man was allowed to nibble on pickles and
+doughnuts and mince pie and similar kinds of nourishment before
+he cut all his teeth, miraculously escaping chronic dyspepsia as
+he grew older, he does not for that reason care to risk his boy's
+health and safety by allowing him to repeat the process. A
+child's taste, left to itself, is no more a safe guide in his
+choice of reading than is his choice of food. What human boy
+would refuse ice cream and peanuts and green pears and piously
+ask for whole-wheat bread and beefsteak instead? Or choose to go
+to bed at eight o'clock for his health's sake, rather than enjoy
+the fun with the family till a later hour? It seems such a
+senseless thing for us to feel it our duty to decide for the
+children on matters relating to their temporary welfare, but to
+consider them fit to decide for themselves on what may affect
+their moral and spiritual nature.
+
+Not only in the selection of books as to their contents, but in
+the study of the editions the most serviceable for her purposes,
+will the town librarian gain valuable training from the necessity
+of being economical. The point is worth enlarging upon, but the
+time is not here.
+
+It will perhaps be harder to look upon the impossibility of
+having a separate room for the children as a blessing which
+enforced economy confers. It will doubtless seem heresy for a
+children's librarian to suggest the thought. Yet while we
+recognize the great desirability, the absolute necessity in fact,
+for the separate room in order to get the best results in a busy
+city library, we can see the many advantages to the children of
+their mingling with the grown people in the town library. It is
+good for them, in the public as in the home library, to browse
+among books that are above their understanding. It is better for
+the small boy curiously picking up the Review of Reviews to
+stretch up to its undiluted world news than to shut into his
+Little Chronicle or Great Round World. It is good for the
+American child to learn just a little of the old fashioned
+"children should be seen and not heard" advice, to learn at least
+a trifle of consideration for his elders by restraining his voice
+and his heels and his motions within the library, saving his
+muscles for the wildest exercise he pleases out of doors. The
+separate children's room is too apt to become a place for so
+persistently "tending" the child that he loses the idea of a
+library atmosphere which is one of the lessons of the place he
+should NOT miss. I am of the opinion that, while we want to do
+everything in the world to attract the children to the library
+and the love of good reading, they should have impressed upon
+them so constantly the feeling that the children's room is a
+reading and study room that when a child is wandering around
+aimlessly, not behaving badly but simply killing time, he should
+be, not crossly nor resentfully, but pleasantly advised to go out
+into the park to play, as he doesn't feel like reading and this
+is a LIBRARY. I know that this has an excellent effect in
+developing the right idea of the purpose of the place.
+
+Sometimes the town library has a building large enough to admit
+of a separate room for the children, and books and readers in
+such numbers as would make the use of this room desirable, but
+there is not money enough to pay the salary of an attendant to
+watch the room. Here indeed is a blessing in disguise. This idea
+that the children must be watched all the time, that they cannot
+be left alone a minute, is fatal to all teaching of honor and
+self-restraint and self-help. It will take time and
+determination and tact, but I know that it is possible to train
+the children--not the untrained city slum children perhaps, but
+the average town children--to behave like ladies and gentlemen
+left almost entirely to themselves through a whole evening.
+
+I must hardly allude to further blessings which to my mind the
+need of economy insures. It all comes under the head, of course,
+of forming the habit of asking "What is most worth while?" before
+rushing headlong into thoughtless imitation of the larger
+library's methods, regardless of their wisdom for the small one.
+The town librarian will thus be apt to use some far simpler but
+equally effective style of bulletin than the one that means hours
+of time spent in cutting around the petals of an intricate flower
+picture, or printing painstakingly on a difficult cardboard
+surface what her local newspaper would be glad to print for her,
+thus making a slip to thumb tack on her board without a minute's
+waste of time.
+
+The question of having insufficient help gives an excuse for
+getting a personal hold on some of the bright older boys and
+girls who can be made to think it a privilege to have a club
+night at the library once in a while, when they will cut the
+leaves of new books and magazines, paste and label and be useful
+in many ways. Of course they have to be managed, but you can get
+a lot of fine work out of assistants of this sort, and do them a
+great amount of good at the same time.
+
+Another of the blessings for which the town librarian may be
+thankful is that her rules need not be cast iron, but may be made
+elastic to fit certain cases. Because the place is so small that
+she can get to know pretty well the character of its inhabitants,
+she need not be obliged to face the crestfallen countenance of a
+sorely disappointed little girl who, on applying for a library
+card, is told that she must bring her father or mother to sign an
+application, and who knows that that will be a task impossible of
+performance. The town librarian may dare to take the very slight
+risk of loss, and issue the card at once, enjoying the pleasure
+of making one small person radiantly happy.
+
+Then there is the satisfaction of doing a little of everything
+about your library with your own hands and knowing instantly just
+where things are when you are asked. To illustrate from a recent
+experience of my own. At one of the small branches or stations
+rather, of the Brooklyn Public Library, a certain small boy used
+to appear at least two or three times a week and ask the
+librarian, "Have you got the 'Moral pirates' yet?" And over and
+over again the librarian was forced wearily to answer, "No, not
+yet, Sam." Now, although the library's purchases of children's
+books are very generous, running from 1,500 to 2,000 volumes a
+month for the 20 branches, of course with such large purchases it
+is necessary to systematize the buying by getting largely the
+same 50 titles for all branches, varying the number of copies per
+branch according to each one's need. The branch librarian of whom
+I am speaking did not feel like asking often for specials,
+realizing that she was only one of many having special wants, and
+knowing that we would in time reach the "Moral pirates" in the
+course of our large, regular monthly purchases. But one afternoon
+I went up to this station and helping at the charging desk, this
+small boy appeared asking me for the "Moral pirates." The
+librarian told me of the hopeful persistence of his request, and
+it did not take long after that to get the "Moral pirates" into
+the small boy's hands. I only hope the realization of a long
+anticipated wish did not prove to him like that of many another,
+and that his disappointment was not too unbearable in finding a
+pirate story minus cutlasses and black flags and decks slippery
+with gore.
+
+The point of this tale is, that in a great system it is
+impossible often to get as close to an individual as in this
+case, while the town librarian, who does everything from
+unpacking her books to handing them out to her borrowers, can
+many a time have the personal pleasure of seeing a book into the
+right hands.
+
+I have only indirectly alluded to the greatest joy of all, the
+possibility of personal, individual, first-hand contact with the
+children whom you can get to know so well and to influence so
+strongly, and another joy that grows out of it--seeing results
+yourself.
+
+We are so ready to be deceived and discouraged by numbers! The
+town librarian reads of a tremendous circulation of children's
+books in a city library, and straightway gets the blues over her
+own small showing. But I beg such an one to think rather of what
+the QUALITY of her children's use of the library may be as
+compared with that of the busy city library. A great department
+must be so arranged for dispatching a large amount of work in a
+few minutes of time, that in spite of every effort, something of
+the mechanical must creep into its administration.
+
+The town librarian may know by name each child who borrows her
+books. Not only that, but she may know much of his ancestry and
+environment and so be able to judge the needs of each one. She
+will not be so rushed with charging books by the hundred that she
+cannot USE that knowledge to help him in the wisest, most tactful
+manner. But the joy of watching her children develop, of seeing a
+boy or girl whom she helped bring up, grow into a manhood and
+womanhood of noble promise, of feeling that she had a large
+influence in forming the taste of this girl, in sending to
+college that lad who wouldn't have dreamed of such a thing had he
+not been stirred to the ambition through the reading taste she
+awakened in him--these are pleasures the city children's
+librarian is for the most part denied.
+
+The latter can see that her selection of books is of the best,
+she can make her room as attractive as money will admit, she can
+choose her staff with great care. She knows that good must result
+in the lives of many and many a child from contact even in brief
+moments with people of strong magnetic personality, and from
+constantly taking into their minds the sort of reading she
+provides. But very rarely will she be permitted to see the
+results in individual cases that make work seem greatly worth
+while, and that compensate in a few brief minutes, for weeks and
+months and years of quiet, uninspiring, plodding effort.
+
+And so I congratulate the worker with children in the small
+library. It would be a delight to me if I could feel that my
+appreciation of the blessings that are yours might help you to
+look upon your opportunity as a very great and worthy one. The
+parents of the small town need your help, the teachers cannot
+carry on their work well without you, the boys and girls would
+miss untold good if you were not their friend and counselor, the
+library profession needs the benefit of the practical judgment
+your all-round training gives. And so you may believe of your
+position that though in figures your annual report does not read
+large, in quality of work, in power of influence it reads in
+characters big with significance, radiant with encouragement.
+
+
+ PERSONAL WORK WITH CHILDREN
+
+
+"The whole secret of success is really to be in sympathy with
+children, quick to see their needs and to look at things from
+their point of view; but above all to have a genuine,
+common-sense love for them." This point of view is expressed in
+the following paper on Personal work with children, read by Miss
+Rosina Gymer before the Ohio Library Association annual meeting
+in 1905. Rosina Charter Gymer was born in Cleveland, Ohio;
+received a special certificate from the Training School for
+Children's Librarians in 1904; was children's librarian in the
+Cleveland Public Library from 1904 to 1907; supervisor of
+children's work in small branches from 1907 to 1910, and since
+that time has been a branch librarian.
+
+
+Work with children is so large in its scope and so rich in its
+possibilities that we shall only consider work in the library
+proper, passing over home visiting, school visiting and
+cooperation with social settlements and like institutions, all of
+which, however, are of the greatest importance to the work as a
+whole.
+
+Work with children may be grouped under three heads-- that with
+girls, that with boys and that with little children. While in
+each group the work differs in nearly every point, one point they
+have in common--the choosing of fiction according to the
+individual child, boy or girl; the choosing of classed books for
+the book itself. In giving fiction, the child must be known as
+well as the book, his character and needs, for it is on the
+character that fiction has most influence. In classed books, on
+the other hand, the book is the thing to know, for if a child
+wants to know something about electricity or carpentry, he is not
+being influenced so much in character as in education. If the
+book is not as good as some other, it will not injure him
+especially as to morals and character, but of course he should
+have the very best you can give him that he can mentally
+understand. Girls almost always become interested in books
+through the personality of the children's worker. While it is
+very desirable to use this regard as a means of influencing their
+reading, care must be taken to guard against a merely sentimental
+attitude on the part of the girls toward the worker. As a rule,
+girls want stories about people, other girls, school stories and
+so forth, and will take a book that you say is a good one without
+looking into it. If she likes it she will come to you to select
+another, and in this way you can lead her from pure fiction to
+historical fiction and biography and so on up to good literature,
+all through, at the first, knowing a book that would please and
+attract her. This is done, in great measure, through the girl's
+liking for the worker and also through her interest in people
+rather than things.
+
+Boys, on the other hand, are not so much interested in people as
+in things, and when they ask for a book it is usually on some
+specific subject--electricity, carpentry, how to raise pigeons,
+how to take care of dogs. When the book is given them they
+usually examine it pretty thoroughly to see whether or not it is
+what they want or can use. To know what book will give the boy
+what he wants to know and in the most interesting way is to gain
+that boy's confidence. To sum up: Boys like you through the books
+you give them, while girls learn to like good books through their
+liking for you. The result is the same in either case--the
+personal influence of the worker with the children.
+
+The problem of managing children is much the same everywhere.
+Wherever they are there are sure to be some restless and
+disobedient boys and girls whose confidence and good will must be
+gained. A willing obedience must be sought for untiringly. The
+children's worker must be for and not against the child. To win
+is far better than to compel. Conquering may do for those who are
+expected to remain as enemies, but friends are won. While a
+display of authority should be avoided, a firm attitude must at
+times be taken, but it should be an attitude of friendship and
+fairness. If a loss to the child of some coveted pleasure can be
+made to follow his fault it is an effectual punishment. For
+instance, if a boy never misses the story and yet his general
+behavior in the library leaves a good deal to be desired, do not
+allow him to attend the story hour for one or two weeks. In
+extreme cases the plan of not allowing the boys to come to the
+library for a number of days or weeks has been tried with good
+results.
+
+An endeavor should be made so far as possible to follow the
+inclinations of children. Every boy likes the idea of belonging
+to a club and if advantage is taken of this fact it will prove a
+great help in discipline. When a gang of boys comes to the
+library night after night, apparently for no reason except to
+make trouble, the best solution of the problem is to form them
+into a reading circle or club. They usually prefer to call
+themselves a club. A good plan in starting is to ask three or
+four of the troublesome boys if they would like to come on a
+certain evening and hear a story read. An interesting story is
+selected, carefully read and cut if too long, and at the end of
+the evening the boys are invited to bring some of their friends
+with them next time. It is well to begin in this small way and
+thus avoid the mistake of having too many boys at the start or of
+getting boys of different gangs in the same club, for this will
+always cause trouble. Seven o'clock is a good time for them to
+meet. If the hour is later the boys who come early get restless
+and it is difficult for them to fix their attention. It is better
+to take the boys to a separate room as their attention is easily
+distracted from the reading by people passing back end forth. It
+is a great effort for boys with, one might say, wholly untrained
+minds to concentrate for any length of time, and it is well not
+to ask them for more than half an hour at first. Unless the
+selection holds their interest they will disappear one after
+another, for they simply refuse to be bored. For this reason,
+begin with popular subjects, such as animal stories, Indian
+stories, fire stories, railroad stories, gradually leading them
+on to more solid reading. That this can be done was proved by the
+boys' attention to Sven Hedin's account of his search for water
+in his Through Asia. The incident is most graphically told of the
+repeated disappointments, of the sufferings of the caravan and
+the dropping out of one after another until only the author is
+left staggering across the sand hills in his search for the
+precious water. The boys listened breathlessly until one boy
+finally burst out, Ain't they never going to find no water?
+
+Very often the subject of the next evening's reading is
+determined by the boys themselves who, if they have been
+particularly interested, will ask for another story "just like
+that only different." If possible, have good illustrated books to
+show them on the subject of the evening's reading. This serves
+two purposes --it fixes the awakened interest of the boys and it
+also prevents the rush for the door they are apt to make to work
+off the accumulated energy of the hour of physical inactivity.
+In libraries where there are few assistants it ought not to be
+difficult to find some young man or woman interested in work of
+this sort to come and read to the boys once or twice a week, but
+the same person should have the club regularly.
+
+Work with little children is important because in a year or two
+they are going to be readers, and yet they are a problem to the
+busy librarian from the fact that they require a good deal of
+attention. Perhaps the best plan is to set a time for them to
+come to the library, say Saturday morning at ten, when they can
+feel that the children's worker is all their own. They like to be
+read to, but they love to hear stories told. Telling stories to
+them is a great pleasure to the story-teller, because of their
+responsiveness, their readiness to enjoy. But besides the
+enjoyment of the children there is something far higher to work
+for--the development of the moral sense. The virtues of
+obedience, kindness, courage and unselfishness are set forth over
+and over again in the fairy tale. The story East o' the sun and
+west o' the moon, is nothing but a beautiful lesson in
+obedience, The king of the golden river in unselfishness,
+Diamonds and toads, kindness-- and many others could be named,
+all with a lesson to be learned. Little children love repetition
+and when a story pleases them ask for it again and again. They do
+not see the lesson all at once, but little by little it sinks
+into their hearts and becomes a part of their very life. This is
+where the fairy tale, properly and judiciously used, does its
+great work. Be most careful to give children stories that are
+wholly worthy of their admiration. Know your story thoroughly and
+in telling it present strong, clear pictures. Tell the story in
+such a way that the child's heart swells within him and he says,
+I can do that, I could be as brave as that.
+
+But let not the children's worker labor under the delusion that
+when she closes the door of the library her work is finished. On
+the contrary, another phase of it is only beginning, for she is
+constantly meeting the children on the street, in the stores, in
+fact almost everywhere she goes, and it behooves her to be on the
+watch for friendly smiles, to listen with interest when Johnny
+tells her that Mary is coming out of the hospital tomorrow, or
+when Mike calls across the street, Did you know Willie was
+pinched again? to make a note of it and take pains to find out
+whether Willie is paroled under good behavior or whether he has
+been sent to a boys' reformatory school; or, when she is waiting
+for a street car and a newsboy rushes up and says he can't get
+his books back in time and will she renew them for him, the
+children's worker takes his library number and renews the books
+when she returns to the library.
+
+If the worker is at all earnest in her work she can not help but
+have her heart wrung time and again by the sufferings of the
+children of the poor. Not that they complain--they take it all as
+a matter of course, but by some unconscious remark they quite
+often throw an almost blinding light on their home conditions
+showing that family life for a good many of them is anything but
+easy and pleasant. Children of the poor often have
+responsibilities far beyond their years, and the library with its
+books, pictures, flowers and story-telling means much more to
+them than to a child who has all these at home. One little girl
+about 10 years old came one afternoon and was so disappointed to
+find there was to be no story. On being told to come at ten
+o'clock next morning, she said: What, do you think I can get here
+at ten o'clock with four kids to dress! As first heard, funny;
+but after all showing a pathetic side, a childhood without
+childhood's freedom from care.
+
+The whole secret of success is really to be in sympathy with
+children, quick to see their needs and to look at things from
+their point of view; but above all to have a genuine, common
+sense love for them so that we may feel as did the little girl
+who missed one of the assistants, and asking for her was told
+that she was taking a vacation. I love her, said the child, and
+then, fearing she had hurt the feelings of the one to whom she
+was speaking added, I love all the library teachers, 'cos we're
+all childs of God.
+
+
+ THE LIBRARY AND THE CHILDREN: AN ACCOUNT OF THE CHILDREN'S WORK
+IN THE CLEVELAND PUBLIC LIBRARY
+
+
+The interesting experiment of conducting a Library League is
+described by Miss Linda A. Eastman in the following account of
+the children's work in the Cleveland Public Library. A sketch of
+Miss Eastman appears on page 159.
+
+
+Work with the children assumed its first real importance in the
+Cleveland Public Library when the library began, about 10 years
+ago, to issue books to the teachers for reissue to their pupils.
+This brought the books to the hands of thousands of children who
+had never drawn them before, although at no time has the library
+been able to furnish all of the books asked for by the teachers.
+The next step came with the establishment of our branches, where
+it was soon noticed that a most important part of the work done
+was that with the children, and that very few of these children
+had ever used the main library.
+
+Early in 1897 a notable change was made at the main library in
+bringing all of the juvenile books together in what was known as
+the juvenile alcove, but which heretofore had contained the
+juvenile fiction only, the classed books having been shelved with
+the other books on the same subject. This change meant much
+planning and shifting in our cramped quarters, and writing of
+dummies and changing of records for every book; but it proved to
+be well worth all the work, for the children seldom went beyond
+this alcove, and those who had been reading fiction only, began
+to vary it with history, travel, science, until about half of the
+books issued from the department are now from the other classes.
+
+During the Christmas holidays, 1896, we advertised "Children's
+week," and the numbers and evident enjoyment of the children who
+then accepted the invitation to visit the library or its
+branches, led to similar plans for the spring vacation. At this
+time we were able to put into circulation about a thousand bright
+new books, and the desire to impress upon the children the
+necessity for their proper care resulted in starting the Library
+League, the general plan of which is so familiar that I need not
+go fully into the details concerning it.[2]
+
+
+[2] For accounts of the Library League, see Library Journal
+October and November, 1897.
+
+
+Without question, the labor spent upon the Library League has
+been more than repaid in the greater care which the children take
+of their library books. Dirt is at a discount; it is noticed that
+many more children than formerly now stop to choose the cleanest
+copy of a book, and many are the books reported daily by the
+little people as being soiled or torn. A boy, not long ago,
+brought a book up to the information-desk, reported a loose leaf,
+then very seriously, by way of explanation, opened his overcoat
+and displayed his league badge; another replied in all good faith
+to a query about a damaged book, "Why, I belong to the Library
+League"--proof quite sufficient, he thought, to clear him of any
+doubt. Most of the children stop at the wrapping- counter before
+leaving the library, to tie up their books in the wrapping paper
+which is provided, and which saves many a book from a mud-bath on
+its way to or from the library.
+
+But aside from the better care of the books, the Library League
+has done much as an advertising medium among the children; the
+league now numbers 14,354, and many of its members had never used
+the library until they joined the league. Something has been
+accomplished through it, too, in directing the reading of the
+children, as it gives opportunities, in many ways, for making
+suggestions which they are glad to accept. At the South Side
+branch a club-room has been finished off in the basement, and two
+clubs formed among the members of the league: one, a Travel Club,
+is making a tour of England this winter; the other is a Biography
+Club, which is studying great Americans; the children who compose
+these two clubs are largely of foreign parentage, almost without
+exception from uncultured homes, and the work our earnest branch
+librarian is beginning with them cannot fail in its effect on
+these young lives. A boy's club-room is to be fitted up at the
+new West Side branch, in addition to the children's room, which
+is already proving inadequate.
+
+The Maxson book marks have been very useful in connection with
+the league, and have suggested a series of book marks which will
+also serve as bulletins for league notes, little lists of good
+books, suggestions about reading, etc. The color will be changed
+each time, as variety is pleasing to children. The
+
+================================================== Cleveland
+Public Library. LIBRARY LEAGUE BOOK MARK NO. 1.
+
+Boys and Girls: How would you like to have a new book mark every
+month or two with Library League news, and suggestions about good
+books? That is what the Library is going to try to give you. Read
+this one through, use it until you get the next one, which will
+be Library League Book Mark No. 2; then put No. 1 away with your
+League certificate and keep it carefully as a part of your League
+records, that some day you will be proud to own and to show.
+
+League Report: The Library League was started March 29th, 1897.
+On December 31st, 1897 it numbered 14,074. How large is it going
+to be on its first birthday anniversary? What the League has
+done: It has brought many children to the Library who never used
+it before. It has taught many boys and girls to love books and to
+handle them carefully with clean hands. Many books have been
+reported which were in bad condition, and the juvenile books are
+now in better shape than before the League began its work.
+
+Library League Reading Clubs: Some of the League members have
+been starting reading clubs. One of these clubs is a Travel Club,
+and another is a Biography Club. The Library assistants will be
+glad to tell League members about these clubs if they would like
+to form others.
+
+Library League Motto: Clean hearts, clean hands, clean books.
+(OVER) ==================================================
+
+
+The other side of this book mark contains a list of the juvenile
+periodicals in the library. No. 2 gives the beginning of a little
+serial, in which a thread of story will weave in hints on reading
+and on the care and use of books.
+
+At our main library the children have come in such numbers after
+school and on Saturdays, that it has been impossible to push the
+work much this past winter, for fear the adults should suffer. It
+was finally decided that we must achieve the impossible, and by
+shifting about and putting up glass partitions, have a separate
+children's room instead of the open juvenile alcove. This room,
+while not half so large as it should be to meet the needs of the
+work, is indeed a great improvement in giving the children a
+place which they feel to be really their own; the change has
+involved the re-registration of the children having cards here,
+but it is affording much needed relief at the general receiving
+desks, and will greatly facilitate the service to adults, at the
+same time making it possible to do much more for the little
+people.
+
+The library is endeavoring to co-operate more and more closely
+with the schools. More books have been issued to the teachers
+this winter than ever before. A new course of study having been
+published, all of the books referred to in it were looked up, and
+if not in the library or its branches, were purchased as largely
+as seemed desirable or possible. A list of "References for
+third-grade teachers," compiled by Miss May H. Prentice, training
+teacher in the Cleveland Normal School, has recently been
+published by the library. It was given to all of the third-grade
+teachers of the city, and sold to others. This is, we believe,
+the most comprehensive list ever prepared for a single grade of
+the common schools. We are hoping that it will prove so helpful
+to third-grade teachers that all of the other grades will demand
+similar ones for themselves, and that somehow the way will be
+found to meet the demand. The list of books noted by Miss
+Prentice for the children's own reading has been reprinted,
+without the annotations, in a little folder and 5,000 copies of
+it have just been distributed among the children of this grade.
+
+Recently our school children were treated to the largest
+exhibition ever made in the United States to photographic
+reproductions of the masterpieces in art; to the work of the
+library in circulating pictures to teachers and children for
+school-room decoration and for illustration, is due no small
+share of this new interest in art.
+
+While the children come to the library daily to look up subjects
+in connection with their school work, very little attention can
+be given to training them to use reference books as tools.
+Somewhere, either in the school or the library, this systematic
+teaching should be given. It is one of the things which is not
+being done.
+
+And another thing is not being done--we are not reaching all of
+the children; in spite of our branches, our stations, our books
+in the schools, our Library League, there are many children who
+sadly need the influence of good books, who are not getting
+them--whole districts shut off from the use of the library by
+distance and inability to pay carfare. And we cannot give them
+branches or send books--for lack of funds.
+
+It is a growing conviction in my own mind that the library, aside
+from its general mission, and aside from its co-operation with
+the schools in the work of education, has a special duty to
+perform for the city child. No one can observe city life closely
+without seeing something of the evil which comes to the children
+who are shut up within its walls; the larger the city the greater
+is the evil, the more effectually are the little ones deprived of
+the pure air, the sweet freedom of the fields and woods, to be
+given but too often in their stead the freedom of the streets and
+the city slums. The evil is greater during the long vacations,
+when the five-hour check of the school room is entirely removed,
+and many a teacher will testify to the demoralization which takes
+place among the children who are then let loose upon the streets.
+For these the library must to some extent take the place of
+Mother Nature, for under present condition it is through books
+alone that some of them can ever come to know her; books must
+furnish them with wholesome thoughts, with ideals of beauty and
+of truth, with a sense of the largeness of life that comes from
+communion with great souls as from communion with nature. If this
+be true, the school vacation ceases to be the resting time of the
+children's librarian; she must sow her winter wheat and tend it
+as in the past, but she must also gather in her crops and lay her
+ground fallow during the long summer days when school does not
+keep; she must find ways of attracting these children to spend a
+healthy portion of their time among the books, always guarding
+against too much as against too little reading. For this work the
+individual contact is needed, and there must be more children's
+librarians, more branch libraries. This necessity and the problem
+of meeting it require grave consideration by the librarian of
+to-day.
+
+
+ PICTURE BULLETINS IN THE CHILDREN'S LIBRARY
+
+
+The practical usefulness as well as the artistic merit of picture
+bulletins is discussed in this report prepared for the Club of
+Children's Librarians for presentation at the Waukesha Conference
+of the A. L. A. in 1901. It is based upon answers received in
+response to a circular letter sent to various libraries.
+
+Mrs. Mary E. S. Root was born and educated in Rhode Island,
+studied art before her marriage, became interested in children's
+literature through her own children, and organized the children's
+work in the Providence Public Library, where she still has charge
+of this work. She has held many offices in educational and civic
+organizations, and has lectured on children's literature. For two
+summers she conducted a course in children's work in the Simmons
+College Library School.
+
+Mrs. Adelaide Bowles Maltby was born in New York City, and was
+graduated from a private school in Elmira, New York, in 1893,
+with an equivalent of one year's college work. After completing
+the regular course in Pratt Institute Library School in 1900, she
+spent six months in the Pratt Library, at the same time taking
+lectures in the second-year children's course. For four and
+one-half years she was head of the Children's Department in the
+Buffalo Public Library. She then became a member of the New York
+Public Library staff, first as special children's worker in
+Chatham Square Branch, then as branch librarian there, and later
+as librarian of the Tompkins Square Branch.
+
+
+ There has been a rather marked difference in activity between
+the eastern and western libraries on this subject of picture
+work, we of the east seeming more conservative, somewhat prone on
+the whole, because there is not time for elaborate work, to doubt
+its practical usefulness. The questions upon which this report is
+based were sent out in a circular letter to different libraries.
+These questions with their answers may be considered in order:
+
+Question 1. If you make picture bulletins in your library, what
+is your object in so doing?
+
+To supplement school work, advertise the books, stimulate
+non-fiction reading and celebrate anniversaries are the four
+answers which the majority give.
+
+There is no question but bulletins made for school helps are
+useful, help teacher, pupil and library; but we are all studying
+to do away with suggestions of a school atmosphere in our rooms
+as far as possible, so, primarily, these bulletins should give
+pleasure. They offer a strong point of contact between the
+children and the librarian, and if too strongly labelled with
+"school work," do we not rob the child of the one place where he
+could have the indescribable charm of learning what his natural
+tastes prompt him to acquire? It is easy enough in our libraries
+to teach without calling it teaching. Again, a bulletin to
+"advertise our books," especially new ones, seems misdirected
+energy, as the new books are always eagerly sought and there is
+often need of checking in some way the desire for the new just
+because it is new. If the books to which the attention is
+directed by the bulletins enlarge the child's experience, well
+and good, but we do not need to post a bulletin merely to
+circulate the books or with the feeling of advertisement in any
+sense of the word.
+
+Question 2. Are these bulletins used only to illustrate books
+owned by the library or are they general, commemorating
+anniversaries, etc?
+
+The majority of bulletins seem of the most general character
+--book bulletins, illustrations of school work, holidays and
+anniversaries especially dear to childhood. Miss Putnam, of the
+library at Los Angeles, offers a most serviceable suggestion in
+her guide to the books in the children's room: "This is composed
+of pictures, each representing a book clipped from the
+publisher's catalogs, each author kept separate mounted on large
+sheets of tagboard, and when the author's picture, call number,
+criticism of books are added, the sheets are kept on the tables
+for the children's use." At Detroit there is constantly on the
+walls a bulletin board about 28x32 in. covered with dark green
+burlap on which are placed lists of books, pictures of their
+authors, illustrations, current events, public affairs, etc., not
+of sufficient interest to demand a separate bulletin. Some change
+is made in this every week, keeping two lists of books, taking
+down one and moving the other as a fresh list is added.
+
+Question 3. Of what material and by whom are your bulletins made?
+
+The best material is classified clippings and pictures from
+duplicate magazines and illustrated papers. Braun & Cie
+photographs, Perry prints, bird portraits from Chapman's "Bird
+manual," and from Birds and All Nature, Fitzroy prints and
+Perkins' Mother Goose pictures can also be used to advantage.
+Card board can be obtained at slight cost, in some cities at
+$4.20 per hundred. Pulp board, book cover paper and charcoal
+paper, all can be utilized for this purpose. Where the book
+cases are low enough to admit of it, red denim stretched above
+the top of the cases makes an effective background for the
+bulletins. Where the cases are five feet in height this is not
+practicable, as the pictures must be opposite the eyes of our
+small readers. In the Providence Public Library an excellent
+substitute for this is in the shape of a six-panelled mahogany
+bulletin surrounding the large circular pillar in the center of
+the room. The mahogany serves as an excellent frame to the panel
+and the many sides offer opportunities for a series of bulletins
+on a given subject, each simple in itself and conveying one idea
+to the child, which seems far preferable to us than trying to
+crowd all on one bulletin.
+
+Other libraries use a stationary framework across the tables,
+with glass each side, so that pictures may be slipped in between.
+
+At Minneapolis Public Library an interesting experiment was tried
+with success by Mrs. Ellison. Arrangements were made with the
+Director of Drawing to have the pupils furnish the picture
+bulletins, Mrs. Ellison furnishing the subjects and doing the
+reference work.
+
+The making of bulletins in most cases devolves on the children's
+librarian, but we hear from several libraries where different
+members of the staff take their turn, all showing a keen interest
+in gathering material.
+
+Questions 4 and 5. Do you have more than one bulletin at a time?
+Have you noticed any poor results from exhibiting more than one
+at a time?
+
+The returns as to this point were not all that had been hoped.
+Two bulletins seem to be an accepted number, but more than that a
+question. We do not desire to confuse our children, or to detract
+in value from a bulletin when once posted, and most certainly not
+to cheapen our rooms; but if the standard is held high in each
+case, the number would not matter. Take for instance a hero
+bulletin. Here is a wealth of material which overwhelms us, and
+even when we have selected with the utmost thought our heroes and
+placed them side by side, we realize we have more or less of a
+jumble and have not told our story simply enough. Some division
+is absolutely necessary. We saw a bulletin on this subject
+grouped under three excellent heads: When all the world was
+young; In the glorious days of chivalry; Heroes of modern times.
+We should like to adopt this suggestion, but instead of one,
+offer three bulletins, as a safeguard against confusion.
+
+Question 6. Can you show by citing cases that this picture work
+is of sufficient practical use to the children to pay for time
+and money spent?
+
+One library--and this is an eastern one--gives us an encouraging,
+inspiring reply: "Case after case, actually hundreds of letters
+from teachers thanking us for the work." A general summary of
+reports from all the libraries shows an increased demand for the
+books on the subject posted. The perfectly evident pleasure of
+the little ones in the mere looking, to say nothing of their joy
+in telling at one time or another something they have seen
+before, shows with what keenness they observe. At the Buffalo
+Public Library there have been on exhibition some excellent
+silhouette pictures made by cutting figures, trees, etc., from
+black paper and pasting them on white backgrounds. "The pied
+piper" was one subject illustrated. To appreciate this it should
+be understood that the figure of the piper and of each little
+rat, some not more than a half inch high, were cut with scissors,
+without any drawing whatever. These were labelled "Scissors
+pictures. Can you make them?" When they had been up a week, one
+of the boys, 14 years old, brought in four, one of which was
+better in composition than any of those exhibited. This was
+posted as showing what one boy had done, and this boy is studying
+drawing and designing this summer, with good promise. Another
+library cites a case in relation to school work, where the
+superintendent of schools offered rewards in each school of five
+of Landseer's pictures for the best five compositions on Landseer
+and his work. A collection of his pictures was gathered, a
+bulletin made with lists, which at once attracted the boys and
+girls, set many earnestly to work, who would not otherwise have
+given it much thought, and finally received the hearty
+commendation of the superintendent. Miss Clarke, of Evanston,
+says: "We have no children's room, and have not done enough of
+bulletin work to be able to speak very surely of results." Yet
+she can give us this, which speaks for itself. "An Indian exhibit
+which we gave, where among the Indian curios and Navajo blankets
+I had all our books on Indian life and customs and our best
+Indian stories displayed, aroused a great demand for the books. I
+kept the list of Indian books and stories posted for some months,
+and it was worn out and had to be replaced by a new copy, owing
+to its constant use. Our boys at that time really read a great
+deal of good literature on the subject, including Mrs. Custer's
+books and those by Grinnell and Lummis." These are but a few of
+the many interesting illustrations, yet we all know there is a
+great part of our work of which we can see no results, but if
+these bulletins beautify the room, offer some new thought to the
+child and give pleasure, then the time and work spent on them is
+a small factor, and even in that we are the gainers, as we
+unconsciously acquire in the making of these bulletins much
+general information, and an ability to present subjects in their
+relative value to each other which is invaluable.
+
+Question 7. Are these bulletins allowed to circulate?
+
+In most cases, no. Several libraries allow them to go to schools
+and a few make duplicates for both library and school, and in
+Indianapolis the bulletins are sent to other libraries in the
+state. This should prove very helpful to small libraries which
+are open but a few hours in the week. The bulletins may wear out,
+but a bulletin once planned, three quarters of the work is
+accomplished, and it is little labor to make the duplicate one.
+
+Question 8. Please describe the exhibit which has proved of the
+greatest interest in the past year.
+
+We wish that time and space would allow a repetition of all the
+replies to this question. Miss Hewins says: "The exhibit which
+has proved of the greatest interest is on Queen Victoria. Within
+an hour after we heard the news of her death we had the bulletin
+for her last birthday and 40 portraits of her on our walls. I
+made one bulletin on her for the children out at Settlement
+Branch, and gave them a little talk about her. In this bulletin
+there were pictures of the dolls' house and toys that she gave
+the nation and I told the children how careful she must have been
+of them to be able to keep them so many years, and something
+about how careful she was taught to be also of her spending
+money, and that even although she was a princess and lived in a
+palace, she never could buy anything until she had the money to
+pay for it. I made a Stevenson bulletin for them on his birthday,
+and we had Stevenson songs and a talk about him and his
+childhood, his lovableness, courage and cheerfulness." At Buffalo
+the most popular exhibit was one illustrating the changes of the
+last century, taking the post-office methods, transportation of
+all kinds, i.e., carriages, boats, railroads, electricity in all
+its uses and those which could be appreciated by the
+children--guns, lifesaving methods, diving, etc. In each instance
+an old and a new type was shown. The children swarmed around the
+boards every day for the two months it was up, one of the pages
+who was interested in numbers having counted 60 an hour. Nature
+exhibits are always popular with children. "Our own birds" was
+the title of a bird- day bulletin at Evanston. A green poster
+board, on which were tied bunches of pussy-willows, among whose
+twigs were perched some of the common birds around Evanston, was
+used. The plates used were the nature study bird plates, brightly
+colored, which were cut out and pasted on the board in such a way
+that the effect was very lifelike. Much the same idea was carried
+out in Providence, only in this library the title is "Procession
+of the birds and flowers," each bird being added as it arrives.
+At the same time in the class room adjoining this library there
+was an exhibit of 150 photographs called "Joy in springtime," all
+being charming pictures of flowers, birds and happy children,
+with appropriate selections of poetry affixed. The long windows
+were hung with tranparencies, a framework being built in which to
+slide the tranparencies, that they may be changed from time to
+time. Invitations were sent to all the schools, and the exhibit
+was a great delight to the little ones. Miss Moore, of Pratt,
+tells of a picture bulletin illustrating life in Porto Rico and a
+companion bulletin illustrating the Porto Rican village at Glen
+island (a summer resort accessible to the children), with objects
+such as water jugs, cooking utensils made from gourds, etc., a
+hat in the process of making, musical instruments made from
+gourds, such as were used by the native band at Glen Island. The
+objects were carefully selected with the aid of the gentleman who
+instituted the village at Glen Island, and who had made a study
+of the country and people of Porto Rico. "The bulletin led not so
+much to the reading of books, because there are few on the
+subject, but it gave the children a very clear idea of the
+manner of living of the Porto Ricans and drew the attention of
+many visitors to Glen Island, as an educational point as well as
+a pleasure resort."
+
+Question 9. Do you do anything with Perry pictures, scrap books,
+etc., for the little children?
+
+At Medford scrap books are made by the children themselves, much
+to their delight. Several librarians make their own scrap books,
+Miss Hammond, of St. Paul, sending perhaps the best description
+of work of this nature. For the little children she always keeps
+on hand several scrap books made from worn out books, by Howard
+Pyle and Walter Crane. Other scrap books enjoyed alike by the
+older children and the little ones are "Colonial pictures" and
+"Arctic explorers," the last especially liked by the boys. Miss
+Hammond also cuts whole articles from discarded magazines,
+putting on heavy paper covers, labelling and arranging in a case
+according to subject for the use of teachers and pupils.
+
+Question 10. Mention five examples of pictures suitable for a
+children's library.
+
+The pictures suggested are given in order, according to the
+number of votes assigned to each one.
+
+Raphael,       Sistine Madonna,              6 Watts,         Sir
+Galahad,                  6 Guido Reni,    Aurora,
+       4 Bonheur,       Horse fair,                   4 King
+Arthur,   (Chapel of Innspruck),        3 Corot,
+Landscape,                    3 Hardie,        Meeting of Scott
+and Burns,   2 St. Gaudens,   Shaw monument,                2
+Murillo,       Children of the shell,        2 Stuart,
+Washington,                   2 Van Dyck,      Baby Stuart,
+           2
+
+
+The selection of these pictures must, of course, depend on the
+library, but there are a few other suggestions which are worthy
+of mention:
+
+Regnault, Automedon and the horse of Achilles.
+
+Raphael's Madonna of the chair.
+
+Reynolds, Penelope Boothby.
+
+Question 11. In preparing your lists of books to accompany
+bulletin, do you prepare an analytical list or refer to book
+only?
+
+An analytical list seems preferable where any list is used,
+although some librarians seem to question the advantage of lists.
+Miss Brown, of Eau Claire, says: "I have, however, decided for
+myself that the bulletin that pays is the one which tells
+something of itself and has no long list of books. If the child
+is interested in the bulletin it is no sign that he will take a
+book listed, but if he gets a fact from looking at it he has
+gained something and you lose the bad effect of having him get
+into the habit of skipping the books on the bulletin, which he
+usually does." On the other hand, lists help the systematic
+reader and relieve the librarian.
+
+In closing we will quote a criticism of an eastern librarian, as
+a thought on which we all need to dwell: "From the artistic point
+of view such bulletins as I have seen are commonly too scrappy,
+ill arranged and given too much to detail. One or two pictures on
+a large card, with a brief descriptive note, all conveying one
+idea or emphasizing one point only, is the best form. In
+bulletins, as in many other things, the rule to follow first of
+all is simplicity."
+
+
+ HOW TO INTEREST MOTHERS IN CHILDREN'S READING
+
+
+One of the newer developments of organized work is with mothers
+who can be interested in the books their children read, although
+informal, individual work has always been a part of library work
+with children. This paper was read at the joint meeting of the
+Michigan and Wisconsin Library Associations in July, 1914, by
+Miss May G. Quigley, children's librarian of the Public Library,
+Grand Rapids, Michigan.
+
+May Genevieve Quigley was born in Grand Rapids, Michigan, and was
+graduated from the Grand Rapids High School. Soon after this, she
+began work in the Grand Rapids Public Library and has been Head
+of the Children's Department since it was organized in 1907.
+
+
+You ask me how to interest mothers in children's reading. I began
+by being invited to the different mothers' meetings held in the
+schools; public, parochial and private, the churches and women's
+clubs. At each institution, the mothers, coming from widely
+different circles are always attentive listeners, and many
+frequently remain to have a word in private, as to whether I
+consider fairy tales good for their children and to get my
+personal opinion about detective stories, or some other subject
+important to them.
+
+I always take with me our Monthly Bulletin, in which are printed
+the new books for children. This list is talked over with the
+mothers and books for children of different ages specified. If
+there is time, I frequently tell the story the book tells or an
+interesting incident which occurs in some one of the chapters.
+After such an introduction there is apt to be a "run" on the
+Children's department the next few days. Boys and girls come in
+numbers to ask for the book "You told mother about yesterday."
+
+These talks at the different schools, clubs and churches are the
+means of bringing the mothers to the library. They are interested
+now in wishing to see the place where the "fine English books are
+kept," as one little foreign mother always says. I find that the
+foreign-born mothers are intensely alive to the fact that their
+children must get the English language if they are ever to
+succeed, and they too, these foreign mothers, ask intelligent
+questions as to the books on history and civics for their boys
+and girls.
+
+Birthdays and holidays are also strong factors, by means of which
+the library can interest the mothers. We have not as yet printed
+a list of books suitable for birthdays, but we did print a
+Christmas list in our November Bulletin of last year, and like
+Mary's little lamb, this book was with me wherever I went during
+the Christmas season. It was an exceedingly valuable list,
+because prices were given. There were books suitable for every
+taste and every purse.
+
+I talked the list over with 250 mothers, whom I met at the
+various schools. A large number came to the library to see the
+books before buying. Then too, ways and means are always
+suggested by which they can obtain additional information, namely
+the telephone, post card, and by appointment with me at the book
+store, if they desire it, to say nothing of the many times advice
+is given outside of library hours.
+
+On three different occasions we have had exhibits of books at the
+schools. This perhaps is the ideal way to interest mothers. I
+remember at one school the disappointment manifested when it was
+announced that orders were not taken for the books, but that the
+same could be obtained at the book store.
+
+Our annual Conference on children's reading, which is held on the
+first Saturday in May, brings together still another group. The
+mothers are represented on the program and they take part in the
+discussion. The subject at these conferences is always some phase
+of children's reading. The discussions are interesting and
+educational, not only for the mothers, but for the library as
+well.
+
+If you are able to speak one or two languages besides English,
+the way is open for you to the foreign mothers' clubs. I have
+frequently been a guest at the Italian mothers' club, where in a
+small way I have been able to tell them about the library and the
+books--English and Italian.
+
+Not often do these mothers come to the library, but they are sure
+to send their children, and through these useful little citizens
+I hope some day to see the mothers frequent visitors at the
+library.
+
+I would not have you think that these mothers are not interested
+because they are not able to come to the library. It is strange
+and they are often too busy. When I go to the store or they meet
+me on the street they will ask about the books and express their
+appreciation of what we are doing for their children.
+
+Three-fourths of the mothers, regardless of nationality, social
+position or education, have no definite idea as to the kind of
+books their children ought to read.
+
+If you would succeed in this movement, be interested, know your
+books, and be ready to have a human interest in every child's
+mother, be she rich or poor, American or foreign born. Success
+will then attend your efforts.
+
+
+ REFERENCE WORK AMONG SCHOOL CHILDREN
+
+
+The importance of reference work with children is indicated in
+the next article by the fact that "the subjects on which children
+seek information are as varied as those brought by older people,
+and the material is equally elusive." Miss Abby L. Sargent
+contributed this article to the Library Journal for April, 1895.
+
+Abby Ladd Sargent received her training under her sister, Miss
+Mary E. Sargent. She reorganized the Wilmington Library
+Association Library in 1890-1891. From 1891 to 1895 she was
+librarian of the Middlesex Mechanics Association. In 1895 she
+became reference librarian and classifier of the Medford Public
+Library, where her sister was librarian. In 1910, after her
+sister's death, she became librarian of the Medford Public
+Library. In 1900 she organized and purchased books for the
+Owatonna, Minnesota, Public Library. She has been instructor in
+the Expansive Classification in Simmons College Library School
+since its opening. Miss Sargent was joint editor and compiler of
+Sargent's "Reading for the young," and its supplement.
+
+
+Let us suppose that the momentous problem is solved of persuading
+children to use the library for more serious purpose than to find
+a book "as good as 'Mark the match boy,' " and that we are trying
+to convince children that the library is infallible, and can
+furnish information on whatever they wish to know about--whether
+it is some boy who comes on the busiest morning of the week, to
+find out how to make a puppet show in time to give an afternoon
+exhibition, or some high-school girl who rushes over in the 20
+minutes' recess to write an exhaustive treatise on women's
+colleges.
+
+It is unnecessary to say that the fewer books the library can
+supply the more must those few be forced to yield. A large
+library, with unlimited volumes, meets few of the difficulties
+which beset smaller and poorer institutions.
+
+If the librarian can name at once "a poem about Henry of
+Navarre," or tell who wrote "by the rude bridge that arched the
+flood," and on what monument it is engraved, can furnish material
+for debate on "the Chinese question," "which city should have the
+new normal school," "who was Mother Goose," or on any possible or
+impossible subject, she gains at once the confidence of the
+severest of critics, and is sure of their future patronage.
+
+The subjects on which children seek information are as varied as
+those brought by older people and the material is equally
+elusive. Perhaps the hardest questions to answer are about the
+allusions which are found in literature studies, and which
+frequently the teacher who has given the question cannot answer.
+I find it helpful whenever I come across material of this nature
+to make a reference to it in the catalog, and, in fact, to
+analyze carefully all juvenile books, not fiction, whose titles
+give no hint of the contents. A great many books otherwise
+valueless become thus most useful, especially if one is pressed
+for time.
+
+Mr. Jones, in his "Special reading lists," gives many such
+references to juvenile literature. Books like Ingersoll's
+"Country cousins," which contains an article on shell money, also
+an account of Professor Agassiz's laboratory at Newport; Mary
+Bamford's "Talks by queer folks," giving many of the
+superstitions prevalent about animals; the set of books by Uncle
+Lawrence, "Young folks' ideas," "Queries," and "Whys and
+wherefores," recently republished under the title "Science in
+story," and others of this sort, if carefully indexed, answer
+many of the questions brought every day by children, and amply
+repay for the trouble. For even if juvenile books are classified
+on the shelves, much time is wasted in going through many
+indexes.
+
+A wide-awake teacher often gives his pupils the events of the day
+to study, and if they cannot grasp the situation from the daily
+papers, juvenile periodicals furnish the best material. For this
+a classified index is indispensable; it makes available accounts
+of the workings of government, the weather bureau, mint, and
+other intangible topics. Until the recent publication of Capt.
+King's "Cadet days," I knew of no other place to find any
+description of West Point routine outside of Boynton's or
+Cullum's histories. One glimpse of either would convince any boy
+he would rather try some other subject.
+
+A short article often suffices to give the main facts. My
+experience, both as teacher and librarian, persuades me that the
+average child is eminently statistical. "A horse is an animal
+with four legs--one at each corner," is fairly representative of
+the kind of information he seeks. When he becomes diffuse, we may
+feel sure he has had help. Sissy Jupes are of course to be found,
+who cannot grapple with facts.
+
+Working on this principle, I have made liberal use of a book
+issued by the U. S. Government--"The growth of industrial art."
+It gives, in pictures, with only a line or two of description,
+the progress of different industries--such as the locomotive,
+from the clumsy engine of 1802 to the elaborate machinery of the
+present day; the evolution of lighting, from the pine-knot and
+tallow-dip to the electric light; methods of signalling, from the
+Indian fire-signal to the telegraph; time-keeping, etc. A child
+will get more ideas from one page of pictures than from a dozen
+or more pages of description and hard words.
+
+If lack of space compels one to deny the privilege of going to
+the shelves, it seems to me more essential for children to have
+ready access to reference-books, and especially to be taught how
+to use them, than for grown-up people. The youngest soon learn to
+use "Historical notebooks," Champlin's Cyclopaedias, Hopkins'
+"Experimental science," "Boys' and Girls' handy books," and
+others of miscellaneous contents. If they have a mechanical bent
+they will help themselves from Amateur Work or "Electrical
+toy-making"; if musical, from Mrs. Lillie's "Story of music" or
+Dole's "Famous composers"; if they have ethical subjects to write
+about, they find what they need in Edith Wiggin's "Lessons in
+manners," Everett's "Ethics for young people," or Miss Ryder's
+books, which give excellent advice in spite of their
+objectionable titles. They can find help in their nature studies
+in Gibson's "Sharp-eyes," Lovell's "Nature's wonder workers,"
+Mrs. Dana's "How to know the wild flowers," or turn to Mrs.
+Bolton's or Lydia Farmer's books to learn about famous people, if
+they are encouraged to do so. These, of course, are only a few of
+the books which can be used in this way. As the different
+holidays come round there are frequent applications for the
+customs of those days, or for appropriate selections for school
+or festival. Miss Matthews and Miss Ruhl have helped us out in
+their "Memorial day selections," and McCaskey's "Christmas in
+song, sketch, and story," and the "Yule-tide collection" give
+great variety. If the juvenile periodicals do not furnish the
+customs, they can, of course, be found in Brand's "Popular
+antiquities," or Chambers's "Book of days." It is necessary
+sometimes to use the books for older people, since there is a
+point where childhood and grown-up-hood meet. I was recently
+obliged to give quite a small child Knight's "Mechanical
+dictionary," to find out when and where weather-vanes were first
+used, and to give a grammar-school girl Mrs. Farmer's "What
+America owes to women," for material for a graduating essay.
+
+A few excellent suggestions for general reference work are given
+in Miss Plummer's "Hints to small libraries"; but in spite of all
+the aids at command there come times when our only resource is to
+follow the adage, "look till you find it and your labor won't be
+lost," and to accept the advice of Cap'n Cuttle, "When found,
+make a note on't."
+
+
+ REFERENCE WORK WITH CHILDREN
+
+
+Another report based on answers received from various libraries
+in reply to a list of questions suggests that we are "concerned
+not so much to supply information as to educate in the use of the
+library." This report was presented by Miss Harriet H. Stanley at
+the Waukesha Conference of the A. L. A. in 1901.
+
+Harriet Howard Stanley is a native of Massachusetts. After
+completing a normal school course and teaching for a few years in
+secondary schools, she entered the New York State Library School,
+where she was graduated in 1895. She served for four years as
+librarian of the Public Library at Southbridge, Mass., and
+thereafter was for eleven years school reference librarian in the
+Public Library of Brookline, Mass. Since 1910 she has had
+positions in the Library of the U. S. Department of Agriculture
+and the Providence (R. I.) Athenaeum, and was for a year
+librarian of New Hampshire College. At various times she has
+taught in summer library schools--Albany, India and McGill
+University. She is now on the staff of the Public Library of
+Utica, N. Y.
+
+
+Preliminary to preparing this report, a list of 15 questions was
+sent to a number of libraries in different parts of the United
+States, from 24 of which replies were received. So far as space
+would permit, the facts and opinions obtained have been embodied
+in this paper.
+
+Reference work with grown people consists in supplying material
+on various topics; we consider it sufficiently well done when the
+best available matter is furnished with as little cost of time
+and trouble to the inquirer as is consistent with the service we
+owe to other patrons of the library. To a certain extent this
+statement is true also of reference work with children, but I
+think we are agreed that for them our aim reaches further--
+reaches to a familiarity with reference tools, to knowing how to
+hunt down a subject, to being able to use to best advantage the
+material found. In a word, we are concerned not so much to supply
+information as to educate in the use of the library. Seventeen of
+the 24 libraries reporting judge children to be sent to them
+primarily, if not wholly, for information. One of the first steps
+towards improving and developing reference work with children
+will have been taken when the teacher appreciates the larger
+purpose, since the point of view must materially affect the
+character and scope of the work. Another forward step is for the
+library to have definitely in mind some plan for accomplishing
+these ends. Whatever the plan, it will in likelihood have to be
+modified to accord with the teacher's judgment and deeds, but a
+definite proposal ought at least to give impetus to the
+undertaking.
+
+Six libraries state that a considerable part of the inquiries
+they receive from children are apparently prompted by their
+individual interests, and not suggested by the teacher. These
+inquiries relate chiefly to sports, mechanical occupations and
+pets. This paper is confined to the discussion of reference work
+connected with the schools.
+
+
+LIBRARY FACILITIES
+
+
+In selecting reference books for the purpose, certain familiar
+ones come at once to our minds. Beyond those there have been
+suggested: Chase and Clow's "Stories of Industry," "Information
+readers," Brown's "Manual of commerce," Boyd's "Triumphs and
+wonders of the 19th century," Patton's "Resources of the United
+States," Geographical readers, Youth's Companion geographical
+series, Spofford's "Library of historic characters," Larned's
+"History for ready reference," Ellis's "Youth's dictionary of
+mythology," Macomber's "Our authors and great inventors,"
+Baldwin's "Fifty famous stories," "Riverside natural history,"
+Wright's "Seaside and wayside," bound volumes of the Great Round
+World, and text-books on various subjects.
+
+A dictionary catalog will be useful in teaching the child to look
+up subjects for himself. If a separate catalog is provided for
+children, the question arises whether it is wiser to follow
+closely the A. L. A. headings or to modify them where they differ
+from topics commonly asked for by children or used as headings in
+text-books. This question suggests also the advisability of a
+modified classification for a children's library.
+
+Last and not least, children should have room and service adapted
+to their needs, so that they may not constantly have to be put
+aside in deference to the rightful demands of adult readers.
+
+So far as the writer knows, the Public Library of Boston was the
+first library to open a reference room expressly for children,
+well equipped and separate from the children's reading room or
+circulating department, and from the general reference department
+for adults.
+
+
+CHOICE OF TOPICS
+
+
+Many libraries report that they find the topics habitually well
+chosen. The gist of the criticisms is as follows:
+
+(a) The teacher should make clear to the child just what he is to
+look up and how to ask for it. An eastern library furnishes this
+incident:
+
+"I want a book about flowers."
+
+"Do you want a special flower?"
+
+"Yes, I want the rose."
+
+A book on the cultivation of roses is handed her. Her companion,
+looking over, exclaims, "Why she wants the Wars of the roses!"
+The same librarian was invited to provide something on American
+privileges; whether social, religious, political, or otherwise,
+the child did not know.
+
+(b) The teacher should be reasonably sure that there is on the
+topic something in print, in usable shape, that can be gotten at
+with a reasonable amount of labor.
+
+(c) The subject when found should be within the child's
+comprehension. The topic Grasses is manifestly unfit for
+children, since grasses are difficult to study, and the
+description of them in encyclopedias and botanies is too
+technical. An eight- year-old had to investigate the Abyssinian
+war. Pupils under 16 were assigned the topic Syncretism in the
+later pagan movement. A western librarian was asked by some girls
+for Kipling's "Many inventions" and "Day's work." Both were out.
+"Well, what other books of Kipling's on agriculture have you?"
+"Why, Kipling hasn't written any books on agriculture; he writes
+stories and poems." "But we have to debate on whether agriculture
+or manufacturing has done more for the welfare of the country,
+and we want a book on both sides."
+
+(d) The topic should be definite and not too broad, and should be
+subdivided when necessary. The briefest comprehensive description
+of Rome is probably that in Champlin's "Persons and places,"
+where the six columns, already much condensed, would take more
+than an hour to copy. A young girl came to find out about Italian
+painters. None of the several encyclopedias treated them
+collectively under either Italy or Art. Mrs. Bolton's book of 10
+artists includes four Italians, but it takes some time and skill
+to discover them, as the fact of their nationality does not
+introduce the narrative. How should a sixth grade pupil make a
+selection from the 60 painters in Mrs. Jameson's book? Three
+names were furnished by the librarian, and the child made notes
+from their biographies. The next day she returned and said she
+hadn't enough artists.
+
+(e) The question should preferably be of such nature that the
+child can be helped to find it rather than be obliged to wait
+while the librarian does the work. One inquiry was, "What eastern
+plant is sometimes sold for its weight in gold?" This is not in
+the book of "Curious questions."
+
+(f) The topic should be worth spending time upon. The genealogy
+of Ellen Douglas will hardly linger long in the average memory.
+
+
+USE MADE OF THE MATERIAL BY THE CHILD
+
+
+Suppose the topic to be good and suitable material to have been
+found; for older children there are two good ways of using
+it--one to read through and make notes on the substance, the
+other to copy in selection. Children need practice in doing both.
+The first method suits broad description and narration, the
+second detailed description. There seems to be a prevailing
+tendency to copy simply, without sufficient neglect of minor
+points, a process which should be left to the youngest children,
+since it furnishes little mental training, uses a great deal of
+time, keeps the writer needlessly indoors, and fosters habits of
+inattention, because it is easy to copy with one's mind
+elsewhere. The necessity for using judgment after the article has
+been found is illustrated by the case of some children who came
+for the life of Homer. Champlin, in about a column, mentions the
+limits within which the conjectures as to the time of Homer's
+birth lie, the places which claim to be his birthplace, and tells
+of the tradition of the blind harper. The children, provided with
+the book, plunged at once into copying until persuaded just to
+read the column through. "When you finish reading," I said, "come
+to me and tell me what it says." They came and recounted the
+items, and only after questioning did they at all grasp the gist
+of the matter, that nothing is known about Homer. Even then their
+sense of responsibility to produce something tangible was so
+great that they would copy the details, and from the children who
+came next day I judged that the teacher had required some facts
+as to time and place and tradition. While it is true that we
+learn by doing and it is well that children should rely upon
+themselves, it is evident that young pupils need some direction.
+Even when provided with sub-topics, they often need help in
+selecting and fitting together the appropriate facts, since no
+article exactly suits their needs. About half of the reporting
+librarians are of the opinion that it is the teacher's business
+to instruct pupils in the use of books; they consider the library
+to have done its share when the child has been helped to find the
+material. The other half believe such direction as is suggested
+above to be rightly within the librarian's province; several,
+however, who express a willingness to give such help, add that
+under their present library conditions it is impracticable. We
+can easily see that time would not permit nor would it be
+otherwise feasible for the teacher to examine every collection of
+notes made at the library, but there ought to be some systematic
+work where the topics are thoughtfully chosen, the librarian
+informed of them in advance, and the notes criticised. A moderate
+amount of reference work so conducted would be of greater benefit
+than a large quantity of the random sort which we now commonly
+have. Five librarians state that they are usually given the
+topics beforehand. Several others are provided with courses of
+study or attend grade meetings in which the course is discussed.
+
+
+SYSTEMATIC INSTRUCTION IN THE USE OF THE LIBRARY
+
+
+While a general effort is being made to instruct children
+individually, only a few libraries report any systematic lessons.
+In Providence each visiting class is given a short description of
+books of reference. In Hartford an attempt at instruction was
+made following the vacation book talks. In Springfield, Mass.,
+last year the senior class of the literature department was given
+a lesson on the use of the library, followed by two practice
+questions on the card catalog. In one of the Cleveland branches
+talks are given to both teachers and pupils. At the Central High
+School of Detroit the school librarian has for the past three
+years met the new pupils for 40 minutes' instruction, and test
+questions are given. A detailed account of similar work done in
+other high school libraries is to be found in the proceedings of
+the Chautauqua conference. Cambridge has given a lecture to a
+class or classes of the Latin school. In the current library
+report of Cedar Rapids, Ia., is outlined in detail a course of 12
+lessons on bookmaking, the card catalog, and reference books. The
+librarian of Michigan City, Ind., writes: "Each grade of the
+schools, from the fifth to the eighth, has the use of our class
+room for an afternoon session each month. Each child is assigned
+a topic on which to write a short composition or give a brief
+oral report. When a pupil has found all he can from one source,
+books are exchanged, and thus each child comes into contact with
+several books. At these monthly library afternoons I give short
+talks to the pupils on the use of the library, the reference
+books, and the card catalog, accompanied by practical object
+lessons and tests." At Brookline our plan is to have each class
+of the eighth and ninth grades come once a year to our school
+reference room at the library. The teacher accompanies them, and
+they come in school hours. The school reference librarian gives
+the lesson. For the eighth grade we consider the make-up of the
+book--the title-page in detail, the importance of noting the
+author, the significance of place and date and copyright, the
+origin of the dedication, the use of contents and index. This is
+followed by a description of bookmaking, folding, sewing and
+binding, illustrated by books pulled to pieces for the purpose.
+The lesson closes with remarks on the care of books. The ninth
+grade lesson is on reference books, and is conducted largely by
+means of questioning. A set of test questions at the end
+emphasizes the description of the books. In these lessons the
+pupils have shown an unexpected degree of interest and
+responsiveness. The course brought about 400 children to the
+library, a few of whom had never been there before. These were
+escorted about a little, and shown the catalog, charging desk,
+bulletins, new book shelves, etc. Every one not already holding a
+card was given an opportunity to sign a registration slip. The
+following year the eighth grade, having become the ninth, has the
+second lesson. With these lessons the attitude of the children
+towards the library has visibly improved, and we are confident
+that their idea of its use has been enlarged.
+
+
+BIBLIOGRAPHICAL WORK
+
+
+The inquiry was made of the reporting libraries whether any
+bibliographical work was being done by the high school. The
+question was not well put, and was sometimes misunderstood.
+Almost no such work was reported. At Evanston, III., one high
+school teacher has taught her class to prepare bibliographies,
+the librarian assisting. At Brookline we have ambitions, not yet
+realized, of getting each high school class to prepare one
+bibliography a year (we begin modestly) on some subject along
+their lines of study. Last May the principals of two grammar
+schools offered to try their ninth grades on a simple
+bibliography. The school reference librarian selected some 60
+topics of English history--Bretwalda, Sir Isaac Newton, East
+India Company, the Great Commoner, etc. Each bibliography was to
+include every reference by author, title and page to be found in
+the books of the school reference collection of the public
+library. The pupils displayed no little zest and enjoyment in the
+undertaking, and some creditable lists were made. Observation of
+the work confirmed my belief in its great practical value. Pupils
+became more keen and more thorough than in the usual getting of
+material from one or two references on a subject. Such training
+will smooth the way and save the time of those students who are
+to make use of a college library, and is even more to be desired
+for those others whose formal education ends with the high or
+grammar schools.
+
+The practice of sending collections of books from the public
+library to the schools is becoming general. When these
+collections are along the lines of subjects studied, it would
+seem as if the reference use of the library by pupils might be
+somewhat diminished thereby. No doubt it is a convenience to both
+teacher and pupils to have books at hand to which to refer. The
+possession of an independent school library also tends to keep
+the reference work in the school. But in neither case ought the
+reference use of the public library or its branches to be wholly
+or materially overlooked, since it is on that that pupils must
+depend in after years, and therefore to that they must now be
+directed. We recognize that the people of modest means need the
+library. As for the very-well-to-do, the library needs them.
+Other things being equal, the pupil who has learned to know and
+to know how to use his public library ought later so to
+appreciate its needs and so to recognize the benefits it bestows
+that he will be concerned to have it generously supported and
+wisely administered.
+
+Even we librarians claim for our public collection no such fine
+service as is rendered by those private treasures that stand on a
+person's own shelves, round which "our pastime and our happiness
+will grow." Books for casual entertainment are more and more
+easily come by. But so far as our imagination reaches, what
+private library will for most readers supplant a public
+collection of books for purposes of study and reference? Is it
+not then fitting that we spend time and effort to educate young
+people to the use of the public library? Do not the methods for
+realizing this end seem to be as deserving of systematic study as
+the details of classification and of cataloging? We have learned
+that to bring school authorities to our assistance our faith must
+be sufficient to convince and our patience must be tempered by a
+kindly appreciation of the large demands already made upon the
+schools. Have we not yet to learn by just what lessons and what
+practice work the reference use of the public library can best be
+taught to children?
+
+
+ INSTRUCTION OF SCHOOL CHILDREN IN THE USE OF LIBRARY CATALOGS
+AND REFERENCE BOOKS
+
+
+The necessity of close cooperation between school and library in
+the practical use of books as tools in order that we may have
+"our grown people more appreciative of the value of their public
+library and better able to use it" is clearly brought out in this
+article written by Miss Elizabeth Ellis, Peoria Public Library,
+for Public Libraries, July, 1899. Miss Ellis says: "It was
+written at a time when we had no children's department and was an
+account of my pioneer efforts made entirely as a side issue from
+my own work as general reference librarian."
+
+Elizabeth Ellis spent one year in the New York State Library
+School, later taking three months of special work. With the
+exception of organizing a library at Wenona, Illinois, her work
+was with the Peoria Public Library. She is not now in library
+work.
+
+
+Since the public school of today is the source from which must
+come our support tomorrow, it behooves us to give some attention
+to the proper training of our school children if we would have
+our grown people more appreciative of the value of their public
+library and better able to use it.
+
+We cannot begin too early, and if the children fall into line
+there will be no trouble with the coming generation.
+
+But they must learn to really use the library; to feel that they
+are standing on their own feet and using their own tools, not
+merely that there is a pleasant room where a good story may be
+had for the asking. They must grow up in such familiar use of the
+library in all its departments that it will come to be an actual
+necessity to them in the pursuit of knowledge.
+
+There are music, drawing, and physical culture teachers for our
+schools; may we not have a few lessons in how to use a library to
+the best advantage as part of the course? This field for
+instruction may be worked to advantage by the librarian, with
+comparatively little expenditure of time after the first round
+has been made.
+
+Teachers often feel that they have themselves already more
+outside work than they can accomplish, but they are really glad
+to have this instruction given in their schools, and in our
+experience they have invariably taken great interest in it and
+have done all in their power to further our efforts.
+
+There is certainly no library work which sends in its returns
+more promptly, for children feel an instinctive sense of
+ownership in their library, and take a personal interest in
+anything pertaining to it. They give the most flattering
+attention and put their instructions into immediate practice. I
+believe they really take more interest in the subject when
+presented by "a lady from the library" than if it were only an
+additional school lesson taught them by their teacher.
+
+Most of the practical instruction must come in the grammar grades
+and high school, but it is well to begin as early as the third
+year, and possibly with the second, if there are found to be many
+children in a room who have already begun to take books and if
+there is no age limit. If it should so chance that only a small
+number in a room are library members, it is better to give only
+the general interesting library talk, leaving the specific
+instruction till a second visit, when the fruits of the first
+will probably appear. There is one point for the lowest room
+which it may be well to mention. See to it that they are learning
+to say their A B C's in the good old-fashioned way, for upon this
+depends all familiar use of catalogs and indexes.
+
+Any child who can write can fill out a call slip, and this we
+teach them to do from the very first, either from a catalog when
+help in selection must be given, or from a special list of books
+for little children.
+
+It must be impressed upon them that if they do not understand the
+general instruction you are always ready and glad to explain
+further. If they feel that you are really interested, even the
+smallest ones will work with enthusiasm to prepare their own call
+slips instead of asking each time for just any good book.
+
+The intermediate grades, the fifth and sixth, and sometimes the
+fourth, are quite able to understand the general catalog. I
+should not advise much explanation at the school, at least in
+these grades, of the card catalog, if the library has a printed
+list. The use of a classed catalog, with its index, is easily
+comprehended, and there are many whole classes of books which
+these children will enjoy knowing about; boys, I should say,
+perhaps, for it is the pages containing electricity,
+photography, boat-building, and hunting, which are worn and
+crumpled. It is the classed catalog which they will use most, but
+they should understand the difference between it and the author
+list.
+
+In all schools it is a good plan to give quizzes, even on a first
+visit, to draw the children out. Those who are already patrons of
+the library are delighted to show their knowledge. Afterwards it
+would be well before the day of the visit, with the teacher's
+consent, to send a short set of questions which would be answered
+and returned for correction, thus giving you an idea of what
+points need dwelling upon. These questions would vary from the
+simplest points in filling out library numbers, giving authors to
+titles and vice versa, to questions on arrangement, use of
+dictionary catalog and of various reference books.
+
+In upper grades and high school add a simple explanation of the
+card catalog as being the most complete record, trusting to their
+interest in coming to the library to use it practically. If there
+is no printed catalog this explanation will have to be given to
+fifth and sixth years also.
+
+They should be advised to use both kinds, and particularly the
+dictionary catalog for biography, as the short analytical
+references are most often what they want.
+
+Children, boys again particularly, take to the card catalog with
+a confidence often lacking in their elders. I have seen them even
+make out their fiction lists from the cards in preference to the
+printed catalog, though for what reason I cannot explain, unless
+it is their innate desire to explore the unknown.
+
+It is a good plan to have sample cards plainly written in large
+form on a sheet of paper, in addition to using a section of the
+catalog itself if it seems advisable to take it. In lower rooms a
+blackboard talk holds the attention better.
+
+The use of the guide card, which misleads so many grown people,
+the heading in red, and the see and see also cards in the
+dictionary catalog, and the arrangement of biography in a classed
+list are a few points, which may need dwelling upon, and which I
+mention as having been found in our experience to be pitfalls for
+the unwary.
+
+In the upper grade rooms, and particularly in the high school,
+comes the use of the encyclopedias and reference books.
+
+I have found it hard to hold the attention of sixth-year pupils
+in this part, but they ought to be familiar with a good
+encyclopedia and biographical dictionary, and the gazeteer.
+
+Tell them about Harper's Book of facts, Hayden's Dictionary of
+dates, the Century and Lippincott reference books and so on; also
+Chambers' Book of days, and the mythological dictionaries, in
+addition to the best encyclopedias, leaving at each school a
+descriptive list of these books for their further use. Call
+especial attention to the biographical dictionaries--few persons
+know how to use a set whose index is in the last volume; also
+note difference between table of contents and index in general
+books, and accustom them to use the latter. If there is a very
+large reference room it might be well to have some of the best
+books for school use collected on one shelf, and of course every
+children's room should be thus supplied.
+
+Poole's index may be explained for the principle, but practically
+people are so sure to select the very volume you have not that it
+is well to use a little discretion with regard to it, unless you
+have made an index of all your own periodicals which are included
+in Poole, and can induce children to be patient enough to use it
+as a key to the other. The Cumulative index is rather better to
+teach them the use of periodicals, since it does not contain so
+many, and also as it gives such a very good idea of the
+dictionary catalog. The back numbers can be used in your
+explanations in the schoolroom for both purposes. Find out
+whether there is a debating society, and if so bring out Briefs
+for debate, Pros and cons, and tell them specially about the
+periodical indexes for late subjects.
+
+Care must be taken not to crowd too much into one lesson, or to
+make it too technical; this latter point we must specially guard
+against, and experience in teaching comes into good use here.
+Their individual work with these books will have to be overlooked
+for some time, even though they are not conscious of it; and one
+must be ready to fly to the rescue and lend a helping hand
+without a special request, which I have found some children too
+timid to make.
+
+In the first year of this kind of work the grammar grades and
+high school would need some of the instruction given in the lower
+grades, and after the system is really in working order there
+would be no actual need to go beyond the grammar grade, as the
+aim should be to have all really necessary instruction given then
+as so large a majority of pupils never go farther; but in the
+high school, if advisable, a course in bibliography could be
+introduced, based on their school work.
+
+The use of the reference room, or reference desk, is a thing to
+be taught as much as the books themselves, and in this matter
+those libraries in which there is not an entirely separate
+children's room may have an advantage.
+
+I am told that there is a certain feeling of timidity in entering
+a reference room which is sometimes hard to overcome in children
+accustomed to a special room and attendant.
+
+Whatever the arrangement, they must be made to feel that the
+reference room, its appliances and its attendants, are part of
+their school outfit, an annex to the school as it were, however
+much we, carrying out the idea of Dr. Harris, may think the
+school an annex to the library. Accustom them as far as possible
+to use reference books at the library, and perhaps the coming
+generation will not invariably demand a book to take home, no
+matter how small the subject or how large the number of
+applicants for the same.
+
+In this, as in all other school work, we must look to the teacher
+for aid after the technical use of our tools is taught.
+
+The average child does not so much need the encouragement to read
+which may come from the library as constant guidance, which, to a
+large degree, must and does rest with the teacher, and in this
+matter of instruction much must depend on her even though the
+teaching itself is not imposed upon her as part of her duties.
+Explain to her your ideas, get her individual interest, and I can
+testify that she will assist in many ways. Children take their
+tone from their teacher, and the battle is half won if we have
+her hearty cooperation. A catalog should be placed in every
+school, and this she will help her pupils to use in nature work,
+history, and geography, and at the different holidays; also for
+their selections in speaking.
+
+Particularly can she help in regard to their use of the reference
+room. She will remind them from time to time to go there instead
+of to the general delivery counter for special school topics. She
+will furnish a weekly memorandum of her essay work, this
+especially in the high school. She will send a warning note when
+her whole class is to descend upon us in a body at the busiest
+part of the afternoon, thereby probably saving our reputation in
+the minds of these young people whom we are laboring to convince
+that the library is an inexhaustible storehouse of information,
+equal to any demand which may be made upon it.
+
+Now is the time for them to put their theoretical knowledge into
+practice, and we must often turn them loose with the reference
+books to find their own way, if we would be able in the future to
+deny the accusation that we are fostering laziness by having the
+very page and line pointed out.
+
+I really believe that when the present library and school
+movement, has had time to exert its influence over even one
+generation, unlimited possibilities will unfold. Think what it
+will be to have our legislatures and city councils, our school
+and library boards and corps of teachers, drawn from the ranks of
+those who have grown up in the atmosphere of the public library
+to a true appreciation of its value.
+
+
+ ELEMENTARY LIBRARY INSTRUCTION
+
+
+Principles and methods and the part of the public library in
+giving library instruction are presented by Gilbert O. Ward,
+Supervisor of High School Libraries, Cleveland, Ohio, in Public
+Libraries, July, 1912. This and its allied subjects are more
+comprehensively treated in several of the articles included in
+the first volume of the present series, entitled "Library and
+School."
+
+Gilbert O. Ward was born in 1880 in New York City, and was
+educated in the New York City public schools. He was graduated
+from Columbia University in 1902 and from the Pratt Institute
+Library School in 1908. In 1908- 1909 he was an assistant in the
+Pratt Institute Free Library. Since 1909 he has been a member of
+the staff of the Cleveland Public Library, as librarian of the
+Technical High School in 1909-1910, and as technical librarian
+since 1910. From 1911 to 1913 he served as Supervisor of High
+School Branches. Mr. Ward has published "Practical use of books
+and libraries: an elementary textbook for use with high school
+classes."
+
+
+The term "elementary library instruction" is limited here to any
+instruction given in the technical use of books and libraries to
+students under college or normal school grade.
+
+The object of this paper is to review briefly, (1) the reasons
+for giving such instruction, (2) subjects and some methods
+suitable for grade and high schools, (3) the part of the public
+library in giving such instruction.
+
+The subject of bibliographical instruction for school children
+has become more important in recent years because of changes
+which have taken place in school methods. Schools now place much
+less reliance than formerly upon text-books, while on the other
+hand they require of the student more collateral reading and
+reference work. This is especially true in courses in English and
+history; for instance where the high school student formerly
+studied about Chaucer in a textbook, he is now more likely
+required to read a selection.
+
+This method while more fruitful in results than the old text-book
+method presents new difficulties both to teacher and to student.
+On the teacher's part, it is no longer sufficient to assign 10
+pages for study and have done with it. References must be
+consulted and assigned to the students for written or oral
+report. With the troubles of the teacher however, we shall have
+nothing to do in the present paper. On the student's part,
+instead of being able to sit down to a compact account in a
+single book, he is required to use perhaps a dozen books in the
+course of a month, to say nothing of possible magazine articles.
+In fine, instead of a single book, he must use a library. The
+practical effect of this condition is that without some
+understanding of the scientific use of books and of the
+possibilities of either high school or public library, the
+student wastes his time and finds these studies an increased
+burden. The ordinary student is ignorant of how to handle books.
+
+The primary purpose of formal library instruction is clearly then
+to do away with the friction which hinders the student in his or
+her work. There is no charm in bibliographical information as
+such and no excuse for attempting to teach a child merely curious
+or interesting facts for which he has no natural appetite or use.
+An example of this mistake is the attempt to acquaint the student
+with very many reference books, or go deeply into the subject of
+classification.
+
+The subject of library instruction in public schools conveniently
+divides itself into two parts, (1) instruction in grade schools,
+(2) instruction in high schools. I have elsewhere rather full
+tentative outlines by way of suggestion, and limit myself at this
+point to more general discussion.
+
+In elementary classes, the subject matter must be simple, first
+because the needs of the student are simple, and secondly because
+it is more easily and willingly taught if simple. The subjects
+which suggest themselves are: (1) The physical care of a book,
+(2) printed parts of a book, (3) the dictionary, (4) the public
+library.
+
+The physical care of a book comes naturally first because
+children have to handle books before they can read them for
+pleasure, or need to use them as reference helps. The subject is
+important both to librarian and to school boards because it
+affects the question of book replacement, and hence the
+expenditure of public money. Speaking broadly, it is a question
+of conservation.
+
+The ordinary book, not the reference book, is the one with which
+the student will always have most to deal; therefore as soon as
+he is old enough, or as soon as his text books can serve for
+practical illustration, the important printed parts of the
+ordinary books can be called to his attention. It should be
+sufficient to include the title page (title, author's name, and
+date), table of contents and index.
+
+The study of the dictionary (the first reference book) should be
+taken up first with the pocket dictionaries when these are used
+in class and the children should be practiced in discovering and
+understanding the kinds of information given with each word.
+Then, when the unabridged is attacked later, the essentials will
+be familiar, and the mind freer to attack the somewhat complex
+problems of arrangement and added information, e.g., synonyms,
+quotations, etc.
+
+After proper care of books, and the use of an ordinary book, and
+the use of a simple reference book, the next natural step is to
+the use of the public library. The talk on the public library
+obviously includes some description of the library's purpose and
+resources both for use and amusement, a very general description
+of the arrangement of the books, possibly some description of the
+card catalog--personally I am somewhat skeptical as to the
+utility of the card catalog for grade pupils--and finally,
+possibly an explanation of the encyclopedia.
+
+The instructor for all the subjects mentioned excepting the
+public library is logically the teacher, because the subjects
+must be introduced as occasion arises in class. For instance the
+time for teaching the physical care of a book is when a book is
+first put into the child's hands. For the talk on the public
+library, the library itself is obviously the place, and the
+children's librarian the instructor Some special methods which
+suggest themselves are as follows: for the physical care of a
+book, a class drill in opening, holding, shutting, laying down,
+etc., rewards for the cleanest books, etc.; for the card
+catalogue, sample sets of catalogue cards (author, title and
+subject). The latter method is successfully used by the
+Binghamton (N. Y.) public library.
+
+In high school, students vary in age from the grammar school boy
+on the one side, to the college freshman on the other, and the
+subjects and methods of instruction vary accordingly. In the
+matter of bibliographical instruction this greater range is
+reflected in a closer study of reference tools, including those
+parts of an ordinary book not taken up in the grades, (e.g.,
+copyright date, preface, peculiar indexes, etc.), the unabridged
+dictionary, selected reference books, card catalog, magazine
+indexes, etc. The intelligent care of books can be re-emphasized
+by an explanation of book structure from dissected examples.
+
+The specific subjects to be taught will vary with the time
+available, the class of the student, the subjects taught in
+school and the method of teaching them, and the material on hand
+in the public or school library.
+
+As to general methods of instruction, these also must vary to
+suit the subject, the age of the student and the time available.
+Straight lecturing economizes time but makes the class restless
+and inattentive. An oral quiz drawing on the student's own
+experience is useful in getting the recitation started and
+revives interest when interspersed through a lecture. Each point
+should be illustrated by concrete examples from books themselves
+when possible, or from the blackboard. The lesson should be
+concluded by a written exercise, not too difficult, which should
+be marked. For example, the dictionary might be illustrated from
+the sample sheets issued by the publishers; and the class should
+then be given a list of questions to be answered from the
+dictionary. The questions can frequently be framed so as to be
+answered by a page number instead of a long answer, and each
+student should as far as practicable have a set of questions to
+answer different from every other student's.
+
+If the high school possesses a library, much of the instruction
+is most logically given there. This save the time of the class in
+travelling back and forth from the school to the public library,
+particularly if the course is an extended one.
+
+But why does the instruction of school children in the use of
+books and libraries concern the public library?
+
+Because if children learn to use ordinary books intelligently it
+means a saving of the librarian's time by her not having to find
+the precise page of every reference for a child. It means a
+diminished amount of handling of books. It means less disturbance
+from children who do not know how to find what they want. Other
+results will doubtless suggest themselves.
+
+It is not proposed to train the student to be a perfectly
+independent investigator. That would be impracticable and
+undesirable. It is simply proposed to give him such
+bibliographical knowledge as will be distinctly useful to him as
+a student now, and later as a citizen and patron of the library.
+
+But what part may the public library play in this instruction? It
+obviously may play a very large part in high schools, the
+librarian of which it supplies, as in the city of Cleveland. In
+high schools when the librarian is appointed by the school
+authorities, it can cooperate with the school librarian by
+lending speakers to describe the public library, by furnishing
+sets of specimen catalogue cards for comparison--for public
+library cataloging may differ from high school cataloging--by
+lending old numbers of the Readers' Guide for practice in
+bibliography making, etc., etc.
+
+Where there is no high school library and instruction must be
+given by the teacher or the public librarian, again the
+opportunities of the public library are clear. First there are
+teachers to be interested. English and history teachers most
+obviously, and department heads of these subjects are strategic
+points for attack. The subject of course should never be forced
+and a beginning should be made only with those teachers who seem
+likely to take interest. In the Binghamton public library before
+referred to, the librarian contrived to get the teachers together
+socially at the library, and the plan was then discussed before
+being put into operation. In laying the foundation for such a
+campaign, the librarian should have a simple, but definite plan
+in mind, based on her experience with school children so that
+when asked for suggestion, she can advance a practicable
+proposition.
+
+Finally, under any circumstances, the public library can always
+be open for visits from classes, and ready to give class
+instruction in either library or school room as necessity or
+opportunity suggests. These methods are of course well known.
+Much informal instruction can also be given to students on using
+the index of an ordinary book, or the encyclopedia as occasion
+arises.
+
+Summing up the chief points of this superficial review, we have
+seen (1) that the change in teaching methods has made the subject
+of library instruction important. (2) That the subjects of such
+instruction should be simple, and that both subjects and methods
+must be adapted to the occasion, (3) and finally that the public
+library is interested in the subject from a practical point of
+view and is able to take an influential part in shaping and
+administering courses.
+
+
+ THE QUESTION OF DISCIPLINE
+
+
+The first article quoted on the subject of discipline was
+contributed to The Library Journal, October, 1901, by Miss Lutie
+E. Stearns, who gives the experience of a number of librarians
+and interprets them from her own standpoint. Lutie Eugenia
+Stearns was born in Stoughton, Mass.; was graduated from the
+Milwaukee State Normal School in 1887, and taught in the public
+schools for two years. From 1890 to 1897 she was in charge of the
+circulating department of the Milwaukee Public Library; from 1897
+to 1914 she was connected with the Wisconsin Library Commission,
+part of the time as chief of the Travelling Library Department.
+Miss Stearns now devotes her time to public lecturing.
+
+
+In these days of children's shelves, corners, or departments, or
+when, in lieu of such separation, the juvenile population fairly
+overruns the library itself, the question of discipline ofttimes
+becomes a serious one. The pages of library journals, annual
+reports, bulletins, primers, and compendiums may be searched in
+vain for guidance. How to inculcate a spirit of quiet and
+orderliness among the young folks in general; how to suppress
+giggling girls; what to do with the unruly boy or "gang" of boys
+--how best to win or conquer them, or whether to expel them
+altogether; how to deal with specific cases of malicious mischief
+or flagrant misbehavior and rowdiness--all these questions
+sometimes come to be of serious importance to the trained and
+untrained librarian.
+
+It was with a view of gaining the experience of librarians in
+this matter that letters were recently sent to a large number of
+librarians, asking for devices used in preserving order and quiet
+in the library. The replies are of great interest, the most
+surprising and painful result of the symposium being the almost
+universal testimony that the leading device used in preserving
+order is the policeman! One librarian even speaks of his library
+as being "well policed" in ALL of its departments. Personally, we
+think the presence of such an officer is to be greatly deplored,
+believing him to be as much out of place in a library as he would
+be in enforcing order in a church or school room. The term of a
+school teacher would be short lived, indeed, who would be
+compelled to resort to such measures. In several instances,
+janitors do police duty, being invested with the star of
+authority; and in one case the librarian, who openly confesses to
+a lack of sentiment in the matter, calls upon the janitor to
+thrash the offender! "The unlucky youth who gets caught has
+enough of a story to tell to impress transgressors for a long
+time to come," writes the librarian. "The average boy believes in
+a thrashing, and it is much better in the end for him and for
+others to administer it and secure reverence for the order of the
+library."
+
+In one state at least, Massachusetts, there is a special law
+imposing a penalty for disturbance; and one librarian reports
+that he has twice had boys arrested and tried for disturbing
+readers. Another librarian does not go as far as this but adopts
+the device of showing unruly boys a photograph of the State
+Reform School and the cadets on parade. "The mischief is quite
+subdued before I am half through," she writes, "and they
+frequently return bringing other boys to see the photograph. This
+fact undoubtedly acts as a check upon the boys many times." A
+pleasing contrast is offered to such drastic and unwholesome
+methods as these by the gentle and cheery methods pursued by a
+librarian who says, "The children in this library talk less than
+the grown-ups. When they do raise their voices, I go up to them
+and tell them in a very low tone that if everybody else in the
+room were making as much noise as they, it would be a very noisy
+place. That stops them. If children walk too heavily or make a
+noise on the stairs, I affect surprise and remark in a casual way
+that I did not know that it was circus day until I heard the
+elephants. This produces mouse-like stillness at once. Really, I
+know no other devices except being very impressive and putting
+quietness on the ground of other peoples' rights."
+
+But it is not always such smooth sailing. One librarian writes:
+"We have had no end of trouble in a small branch which we have
+opened in a settlement in a part of our city almost entirely
+occupied by foreign born residents. A great many boys have come
+there for the sole purpose of making a row. We have had every
+sort of mischief, organized and unorganized. We have had to put
+boys out and we have had many free fights, much to the amusement
+and pleasure of the boys. We have never resorted to arrests, but
+instructed the young man who acted as body guard to the young
+lady assistants to hold his own as best he could in these melees.
+I finally resorted to the plan of taking the young man away and
+letting the young ladies be without their guard. This has
+resulted most satisfactorily. The order has been much better, and
+while I cannot say that we are free from disorder, nothing like
+the state of things that before existed now obtains. The manager
+of the Settlement House overheard a gang of these very bad boys
+consulting on the street a few nights ago, something in this
+wise: 'Come, boys, let's go to the library for some fun!' Another
+boy said, 'Who's there?' The reply was, 'Oh! only Miss Y----;
+don't let's bother her,' and the raid was not made. Of course we
+have done everything ordinary and extraordinary that we know
+about in the way of trying to interest the boys and having a
+large number of assistants to be among them and watch them, but
+nothing has succeeded so well as to put the girls alone in the
+place and let things take their course."
+
+The experience of another librarian also furnishes much food for
+thought. She writes: "I could almost say I am glad that others
+have trouble with that imp of darkness, the small boy. Much as I
+love him, there are times when extermination seems the only
+solution of the difficulty. However, our children's room is a
+paradise to what it was a year ago, and so I hope. The only thing
+is to know each boy as well as possible, something of his home
+and school, if he will tell you about them. The assistants make a
+point of getting acquainted when only a few children are in. This
+winter I wrote to the parents of several of the leaders, telling
+them I could not allow the children in the library unless the
+parents would agree to assist me with the discipline. This meant
+that about six boys have not come back to us. I was sorry, but
+after giving the lads a year's trial I decided there was no use
+in making others suffer for their misdeeds. A severe punishment
+is to forbid the boys a 'story hour.' They love this and will not
+miss an evening unless compelled to remain away. To give some of
+the worst boys a share in the responsibility of caring for the
+room often creates a feeling of ownership which is wholesome. Our
+devices are as numerous and unique as the boys themselves. Some
+of them would seem absurd to an outsider. The unexpected always
+happens; firmness, sympathy and ingenuity are the virtues
+required and occasionally the added dignity of a policeman, who
+makes himself quite conspicuous, once in a while."
+
+Another reply is a follows: "Miss C---- has turned over your
+inquiry concerning unruly boys to me to answer. I protested that
+every boy that made a disturbance was to me a special
+problem--and very difficult; and I can't tell what we do with
+unruly boys as a class. I remember I had a theory that children
+were very susceptible to courtesy and gentleness, and I meant to
+control the department by teaching the youngsters SELF control
+and a proper respect for the rights of the others who wanted to
+study in peace and quiet. I never went back on my theory; but
+occasionally, of a Saturday afternoon, when there were a hundred
+children or more and several teachers in the room and I was
+trying to answer six questions a minute, I did have to call in
+our impressive janitor. He sat near the gate and looked over the
+crowd and when he scowled the obstreperous twelve-year- olds made
+themselves less conspicuous. A policeman sometimes wandered in,
+but I disliked to have to resort to the use of muscular energy. I
+learned the names of the most troublesome boys and gradually
+collected quite a bit of information about them, their addresses,
+where they went to school, their favorite authors, who they
+seemed 'chummy' with, etc., and when they found I didn't intend
+to be needlessly disagreeable and wasn't always watching for
+mischief, but credited them with honor and friendly feelings, I
+think some of them underwent a change of heart. I made a point of
+bowing to them on the street, talking to them and especially
+getting them to talk about their books; had them help me hang
+the bulletins and pictures, straighten up the books etc. Twice an
+evil spirit entered into about a dozen of the boys and my
+patience being kin to the prehistoric kind that 'cometh quickly
+to an end,' after a certain point, I gave their names to the
+librarian, who wrote to their parents. That settled things for a
+while and they got out of the habit of talking so much. A serious
+conversation with one boy ended with the request that he stay
+from the library altogether for a month and when he came back he
+would begin a new slate. Once, within a week, he came in, or
+started to, when I caught his eye. Then he beckoned to another
+boy and I think a transaction of some kind took place so that he
+got his book exchanged. But he saw I meant what I said. The day
+after the month was up he appeared, we exchanged a friendly smile
+and I had no more trouble with him."
+
+We deem the question of banishment a serious one. Unruly boys are
+often just the ones that need the influence of the library most
+in counteracting the ofttimes baneful influence of a sordid home
+life. It is a good thing, morally, to get hold of such boys at an
+early age and to win their interest in and attendance at the
+library rather than at places of low resort. To withhold a boy's
+card may also be considered a doubtful punishment-- driving the
+young omnivorous reader to the patronage of the "underground
+travelling library" with its secret stations and patrons. Before
+suspension or expulsion is resorted to, the librarian should
+clearly distinguish between thoughtless exuberance of spirits and
+downright maliciousness. "If we only had a boys' room,"
+plaintively writes one sympathetic librarian, "where we could get
+them together without disturbing their elders and could thus let
+them bubble over with their 'animal spirits' without infringing
+on other people, I believe we could win them for good."
+
+A number of librarians, however, report no difficulty in dealing
+with the young folks. Some state that the children easily fall
+into the general spirit of the place and are quiet and studious.
+"We just expect them to be gentlemen," says one, "and they rarely
+fail to rise to the demand." In such places will generally be
+found floors that conduce to stillness, rubber-tipped chairs, and
+low-voiced assistants. "Our tiled floors are noisy--not our
+children," confesses one librarian. The use of noiseless matting
+along aisles most travelled will be found helpful. But one
+library mentions the use of warning signs as being of assistance,
+this being a placard from the Roycroft Shop reading, "Be gentle
+and keep the voice low." In a library once visited were found no
+less than eighteen signs of admonition against dogs, hats,
+smoking, whispering, handling of books, etc., etc.--the natural
+result being that, in their multiplicity, no one paid any
+attention to any of them. If a sign is deemed absolutely
+necessary, it should be removed after general attention his been
+called to it. The best managed libraries nowadays are those
+wherein warnings are conspicuous for their absence. Next to the
+officious human "dragon" that guards its portals, there is
+probably no one feature in all the great libraries of a western
+metropolis that causes so much caustic comment and rebellious
+criticism as that of an immense placard in its main reading room
+bearing in gigantic letters the command, SILENCE--this perpetual
+affront being found in a great reference library frequented only
+by scholarly patrons. Such a placard is as much out of place
+there as it would be in a school for deafmutes.
+
+The solution of the whole problem of discipline generally
+resolves itself into the exercise of great tact, firmness, and,
+again, gentleness. There should be an indefinable something in
+the management of the library which will draw people in and an
+atmosphere most persuasive in keeping them there and making them
+long to return. A hard, imperious, domineering, or condescending
+spirit on the part of librarian and assistants often incites to
+rebellion or mutiny on the part of patrons. As opposed to this,
+there should ever be the spirit of quietude, as exemplified in
+the words previously quoted--"Be gentle and keep the voice low."
+
+
+ MAINTAINING ORDER IN THE CHILDREN'S ROOM
+
+
+The following paper embodies practical suggestions for helping to
+give the children's room a "natural, friendly atmosphere." It was
+read by Miss Clara W. Hunt before the Long Island Library Club,
+February 19, 1903. A sketch of Miss Hunt appears on page 135.
+
+
+So many of the problems of discipline in a children's room would
+cease to be problems if the material conditions of the room
+itself were ideal, that I shall touch first upon this, the less
+important branch of my subject. For although the height of a
+table and width of an aisle are of small moment compared with the
+personal qualifications of the children's librarian, yet since it
+is possible for us to determine the height of a table, when mere
+determining what were desirable will not insure its production
+where a human personality is concerned, it is practical to begin
+with what there is some chance of our attaining. And the question
+of fitting up the room properly is by no means unimportant, but
+decidedly the contrary. For, given a children's librarian who is
+possessed of the wisdom of Solomon, the patience of Job, the
+generalship of Napoleon, and put her into a room in which every
+arrangement is conducive to physical discomfort, and even such a
+paragon will fail of attaining that ideal of happy order which
+she aims to realize in her children's reading room. The temper
+even of an Olympian is not proof against uncomfortable
+surroundings.
+
+Children are very susceptible, though unconsciously to
+themselves, to physical discomfort. You may say you do not think
+so, for you know they would sit through a whole morning and
+afternoon at school without taking off their rubbers, if the
+teacher did not remind them to do it, and so, you argue, this
+shows that they do not mind the unpleasant cramped feeling in the
+feet which makes a grown person frantic. But while the child
+himself cannot tell what is wrong with him, the wise teacher
+knows that his restlessness and irritability are directly
+traceable to a discomfort he is not able to analyze, and so the
+cause is not removed without her oversight. While the children's
+librarian will not have the close relations with the boys and
+girls that their school-teachers have, she may well learn of the
+latter so to study what will make for the child's comfort, that,
+in the perfect adaptation of her room to its work, half the
+problems of discipline are solved in advance.
+
+Let us suppose that the librarian is to have the satisfaction of
+planning a new children's room. In order to learn what
+conveniences to adopt and what mistakes to avoid, she visits
+other libraries and notes their good and weak points. She will
+soon decide that the size of a room is an important factor in the
+question of discipline. Let a child who lives in a cramped little
+flat where one can hardly set foot down without stepping on a
+baby come into a wide, lofty, spacious room set apart for
+children's reading, and, other conditions in the library being as
+they should the mere effect of the unwonted spaciousness will
+impress him and have a tendency to check the behavior that goes
+with tenement- house conditions. We of the profession are so
+impressed with the atmosphere that should pervade a library, that
+a very small and unpretentious collection of books brings our
+voices involuntarily to the proper library pitch. But this is not
+true to the small arab, who, coming from the cluttered little
+kitchen at home to a small, crowded children's room where the
+aisles are so narrow that the quickest way of egress is to crawl
+under the tables, sees only the familiar sights--disorder,
+confusion, discomfort --in a different place, and carries into
+the undignified little library room the uncouth manners that are
+the rule at home. In planning a new children's room then, give it
+as much space as you can induce the librarian, trustees, and
+architects to allow. Unless you are building in the North Woods,
+or the Klondike or the Great American Desert you will never have
+any difficulty in getting small patrons enough to fill up your
+space and keep the chairs and tables from looking lonesome.
+
+The question of light has a direct bearing on the children's
+behavior. Ask any school teacher, if you have never had occasion
+to notice it yourself, which days are the noisiest in her
+school-room, the bright, sunny ones, or the dingy days when it is
+difficult to see clearly across the room. Ask her if the pencils
+don't drop on the floor oftener, if small feet do not tramp and
+scrape more, if chairs don't tip over with louder reports, if
+tempers are not more keenly on edge, on a dark day than a bright
+one. I need not say "yes," for one hundred out of a hundred will
+say it emphatically. So, if you cannot have a room bright with
+sunshine, do at least be lavish with artificial light, for your
+own peace of mind.
+
+Floors rendered noiseless by some good covering help wonderfully
+to keep voices pitched low. I have seen this illustrated almost
+amusingly in Newark, where frequent visits of large classes were
+made from the schools to the public library. The tramp of forty
+or fifty pairs of feet in the marble corridors made such a noise
+that the legitimate questions and answers of children and
+librarian had to be given in tones to be heard over the noise of
+the feet. The change that came over the voices and faces as the
+class stepped on the noiseless "Nightingale" flooring of the
+great reading room was almost funny. The feet made no noise,
+therefore it was not necessary to raise the voice to be heard,
+and no strictures of attendants were needed to maintain quiet in
+that room.
+
+Under the head of furniture I will give only one or two hints of
+things worth remembering. One is that whatever you decide upon
+for a chair, in point of size, shape, or style, make sure, before
+you pay your bill, that it cannot be easily overturned. If you
+have a chair that will tip over every time a child's cloak swings
+against it, your wrinkles will multiply faster than your years
+warrant. And reason firmly with your electrician if he has any
+plan in mind of putting lamps on your tables of such a sort that
+they positively invite the boy of a scientific (or Satanic) turn
+of mind to astonish the other children by the way the lights
+brighten and go out, all because he has discovered that a gentle
+pressure to his foot on the movable plug under the table can be
+managed so as to seem purely innocent and accidental while he
+sits absorbed in the contents of his book. I would also ask why
+it is that librarians think we need so MUCH furniture, when our
+rooms are as small as they sometimes are? We seem to think it
+inevitable that the floor space should be filled up with tables,
+but, as Mr. Anderson remarked in his paper at Magnolia, if we saw
+a family at home gathered around the table, leaning their elbows
+upon it and facing the light, we should think it a very unnatural
+and unhygienic position to adopt. Why should we, in the library,
+encourage children to do just what physiologists tell us they
+should not do? Why provide tables at all for any but those
+actually needing them as desks for writing up their reference
+work? For the many who come merely to read, why is not a chair
+and a book, with light on the page of the book, and not glaring
+into the child's eyes, enough for his comfort? This is worth
+thinking about, I am sure, and worked out in some satisfactory,
+artistic little back-to-back benches perhaps, would change the
+stereotyped appearance of the children's room, and give the extra
+floor space which is always sadly needed. It is an axiom in
+library architecture that perfect supervision should be made
+easily possible. In a children's room this should be taken very
+literally. There should be no floor cases, no alcoves in the
+room, no arrangements by which a knot of small mischief makers
+can conceal themselves from the librarian for she will find such
+an error in planning, a thorn in the flesh as long as the room
+stands.
+
+So much time devoted to the planning of the children's room, may
+give the impression that the room is of more importance than the
+librarian. It is a platitude, however, to say that the ideal
+children's librarian, with every material condition against her,
+will do a thousand times more than the ideal room with the wrong
+person in it. The qualifications necessary to make the right sort
+of a disciplinarian are, many of them, too intangible for words,
+but a few things strike me as not always distinctly recognized by
+librarians.
+
+In the first place, no librarian should compel that member of his
+staff who dislikes children to do the work of the children's
+department. While on general principles to let an attendant
+choose the work she likes to do would be disastrous, since the
+person best fitted for dusting might choose to be reference
+librarian, in this one particular at any rate, the wishes of the
+staff should be consulted. For while all may be conscientious,
+faithful workers wherever placed, mere conscientiousness will not
+make a person who frankly says children bore and annoy her, a
+success in the children's room. Love for children should be the
+first requisite, and the librarian who puts a person in charge of
+that work against her will, will hurt the department in a way
+that will be surely felt sooner or later. While love for
+children, sympathy with, and understanding of them are all of the
+first importance in the composition of a children's librarian,
+some experience in handling them in large numbers (as in public
+school teaching, mission schools, boys' clubs, etc.) is
+extremely desirable. To deal with a mob of very mixed youngsters
+is a different matter from telling stories to a few well-brought
+up little ones in your own comfortable nurseries. The best
+qualification for the work of children's librarian is successful
+experience as a teacher, in these happy days when it is coming to
+be the rule that law and liberty may walk side by side in the
+school-room, and where firmness on the teacher's part in no wise
+interferes with friendliness on the child's.
+
+The children's librarian should have the sort of nerves that are
+not set on edge by children. This does not mean that she may not
+be a nervous person in other ways, indeed she must be, for the
+nerveless, jelly-fish character can never be a success in dealing
+with children. But I have seen people of highly nervous
+organization who were really unconscious of the ceaseless tramp,
+tramp, of the children's feet, the hum and clatter and moving
+about inevitable in a children's library. Visitors come into the
+room and say to such a person, "How can you stand this for many
+minutes at a time?" and the librarian looks round in surprise at
+the idea of there being anything hard to bear when she hears only
+the little buzz that means to her hundreds of little ones at the
+most susceptible age, eagerly, happily absorbing the ennobling
+ideals, the poetic fancies, the craving for knowledge that are
+going to make them better men and women than they would have been
+without this glimpse into the realms beyond their daily
+surroundings.
+
+To attempt to enumerate, one by one, the qualities that combine
+to make a wise and successful disciplinarian would be fruitless.
+We can talk endlessly about what OUGHT to be. The most practical
+thing to do to obtain such a person, is not to take a raw subject
+and pour advice upon her in hopes she will develop some day, but
+to hunt till you find the right one and then offer her salary
+enough to get her for your library. And this suggests a subject
+worthy of future discussion, that head librarians should reckon
+this to be a profession within our profession, just as the
+kindergartner is a specialist within the teaching body, demanding
+a higher type of training than is the rule, and PAYING THE PRICE
+TO GET IT.
+
+Just a word about what degree of order and quiet to expect, and
+to work for, in a children's room. Are we to try to maintain that
+awful hush that sends cold chills down the spine of the visitor
+on his first entering a modern reading room, and tempts him to
+back out in fright lest the ticking of his watch may draw all
+eyes upon him?
+
+I should be very sorry to have a children's room as perfectly
+noiseless as a reading room for adults. It is so unnatural for a
+roomful of healthy boys and girls to be absolutely quiet for long
+periods that if I found such a state of affairs I should be sure
+something was wrong--that all spontaneity was being repressed,
+that that freedom of the shelves which is a great educator was
+being denied because moving about makes too much noise, that the
+question and answer and comment which mark the friendly
+understanding between librarian and child, and which make a good
+book circulate because one boy tells another that it is good,
+were done away with in order that no slight noise might be heard.
+If there were such a thing as a meter to register sound to be
+hung in a children's room beside the thermometer, I should not be
+alarmed if it indicated a pretty high degree, provided I could
+look around the room and observe the following conditions: a
+large room, full of contented children, no one of whom was
+wilfully noisy or annoying, most of them being quietly reading,
+the ones who were moving about asking in low tones the children's
+librarian or each other, perfectly legitimate questions that were
+to help them choose the right thing. It is inevitable that heavy
+boots, young muscles that have not learned self-control, the
+joyous frankness of childhood that does not think to keep its
+eager happiness over a good "find" under decorous restraint, will
+result in more actual noise than obtains in the adults' reading
+room. And yet, while the "sound meter" of the children's room
+would register farther up, it might really be more orderly than
+the other room, for every child might be using his room as it was
+intended to be used, while the adult department might contain a
+couple of women who came in for the express purpose of visiting,
+and yet who knew how to whisper so softly as not to be invited to
+retire. We must remember that, if children make more noise, they
+do not mind each other's noise as adults do. The dropping of a
+book or overturning of a chair, the walking about do not disturb
+the young student's train of thought; and while I do not wish to
+be quoted as advocating a noisy room, but on the contrary would
+work for a quiet one, day in and day out, I do feel that
+allowances must be made for noises that are not intended to be
+annoying, and that we should not sacrifice to the ideal of
+deathly stillness the good we hope to do through the child's love
+for the room in which he feels free to express himself in a
+natural, friendly atmosphere.
+
+
+ PROBLEMS OF DISCIPLINE
+
+
+The Wisconsin Library Bulletin for July-August, 1908, is given up
+to the presentation of widely varying experiences in regard to
+discipline, in a report by Mary Emogene Hazeltine and Harriet
+Price Sawyer, who sent a list of ten questions to 125 librarians,
+and incorporated the replies.
+
+Mary Emogene Hazeltine was born in Jamestown, N. Y., in 1868, and
+was graduated from Wellesley College in 1891. She was librarian
+of the James Prendergast Free Library in Jamestown from 1893 to
+1906, when she became Preceptor of the Library School of the
+University of Wisconsin, the position she now holds. She has
+given much help to small libraries.
+
+Mrs. Harriet Price Sawyer was born in Kent, Ohio, received the
+degree of B. L. from Oberlin College: was an assistant in the
+Oberlin College Library 1902-1903; was graduated from the Pratt
+Institute Library School in 1904; was librarian of the State
+Normal School at New Paltz, N. Y., 1904-1905; a student in the
+University of Berlin, Germany, 1905-1906; Library Visitor and
+Instructor, Wisconsin Library Commission, 1906-1910. Since that
+time she has been chief of the Instructional Department in the
+St. Louis Public Library, including charge of the training class.
+In 1917 this class was expanded into a library school, with Mrs.
+Sawyer as principal.
+
+
+In March, a list of questions concerning the problem of
+discipline in the library was sent out to 125 librarians. The
+answers show a most interesting variety of experiences and
+conditions. A few report that it is no longer a "vexed" problem,
+and one librarian thinks that it is "only a well-maintained
+tradition," but most of the writers agree with Miss Eastman of
+Cleveland, who says: "You will note that while conditions vary
+somewhat in the different branches, discipline is a question
+which we have always with us whenever we work with children. I do
+believe, however, that each year places the library on a little
+higher and more dignified plane in the minds of the children as
+well as the public generally; and that the question of discipline
+becomes more and more a question of dealing with individuals."
+
+As to disturbance without the library, there is but one opinion,
+viz., to turn the matter over to the policemen, and this is
+reported in every instance to have put an end to the trouble.
+
+Any serious misbehavior within the library has been treated by
+the suspension of library privileges, ranging in severity of
+sentence from one day to a month or, in a few cases, even longer.
+The variation, however, in the manner of carrying out the
+sentence forms an interesting study, from the lightest form
+reported, at Chippewa Falls, where the child may draw a book, but
+remains in the library only long enough to secure it, to the
+drastic measures taken at Sheboygan where the students were
+ordered out of the library en masse even in the midst of
+preparation for a test in history.
+
+Miss Wood's plan is an interesting one, but the tactful helpers
+are difficult to find.
+
+The card system at Kenosha will no doubt solve the difficulty for
+many librarians who find the initiative in the disciplining of
+the older visitors at the library most difficult to undertake.
+
+In some communities, the personal letter or visit to the parents
+has proved most helpful, and, doubtless, the plan reported by
+Miss Lord of asking the boy to sign his name will find favor in
+the larger libraries.
+
+The aim of discipline, according to educators, is the moral
+foundation of character. The library as well as the school has to
+make up for the lack of moral training in many homes, and good
+conduct must be taught by the librarian as well as by the
+teacher. The whole matter is very well summed up by Miss Dousman
+of Milwaukee.
+
+"It seems to me that order and good behavior are absolutely
+imperative in the library. Good manners, that outward and visible
+sign of the respect for the rights of others, should be expected
+of children. How? By never failing yourself to treat them with
+respect, courtesy and justice. To distinguish between unavoidable
+disturbances and those made with mischievous intent. To see and
+hear only the things you can prevent, else your nerves will get
+the better of your judgment.
+
+"Allow children as much freedom as possible, consistent with the
+rights of others--and don't nag.
+
+"In case of bad behavior, make a tactful and pleasant appeal to
+the child first, thereby giving him a chance to reinstate
+himself. This appeal failing, reprimand in no uncertain terms.
+Dismissal from the room is the natural punishment for refusal to
+obey regulations. Obedience as a virtue has not entirely gone out
+of fashion. Suspension for a definite or indefinite period,
+according to the offense is necessary for the maintenance of good
+discipline. Limitation as to the number of times a week a
+mischievous child may visit the library has a good effect. A
+suspended sentence of permanent dismissal on failure to behave
+has a most salutary effect. Reinstate as soon as there is an
+evident desire to improve.
+
+"In our zeal to control the child, some have lost sight of the
+fact that it is quite as important to teach the child to control
+himself; that if he is to become a good citizen, he cannot learn
+too early to respect the rights of others."
+
+At a meeting of the Massachusetts Library Club, reported in
+Public Libraries, v. 12, p. 362 (Nov. 1907), Miss Harriet H.
+Stanley of Brookline said of "Discipline in a Children's Room,"
+that unnatural restraint was to be avoided, but the restraint
+required for the common good was wholesome, and that children
+were more, rather than less, comfortable under it, when it was
+exercised with judgment and in a kindly spirit.
+
+"Judgment comes with experience. ... As far as you are able, be
+just. If your watchfulness fails sometimes to detect the single
+offender in a group of children and you must send out the group
+to put an end to some mischief, say so simply, and they will see
+that they suffer not from your hard heartedness, but from the
+culprit's lack of generosity or from the insufficiency of their
+devices for concealing him. Be philosophical. Most disturbance is
+only mischief and properly treated will be outgrown. Stop it
+promptly, but don't lose your temper, and don't get worked up. To
+the juvenile mind, 'getting a rise' out of you is no less
+exhilarating than the performance which occasions it. Habitually
+deny them this gratification and mischief loses its savor.
+
+"Talk little about wrongdoing. Don't set forth to a child the
+error of his ways when the 'ways' are in process of being
+exhibited, and the exhibitor is fully conscious of their nature.
+Choose another time--a lucid interval--for moral suasion.
+
+"When children are intentionally troublesome, the simplest means
+of discipline is exclusion from the room; when necessary, formal
+exclusion for a definite period with a written notice to parents.
+The authority of the library should be exercised in the
+occasional cases where it is needed, both for the wrongdoer's own
+good and for the sake of the example to others.
+
+"Provided you are just and sensible and good-tempered, your
+patrons will respect the library more and like you none the less
+for exacting from them suitable behavior. We talk a good deal
+about the library as a place of refuge for boys and girls from
+careless homes, and they do deserve consideration from us, but to
+learn a proper regard for public law and order is as valuable as
+any casual benefit from books. The children of conscientious
+parents whether poor or well-to-do also deserve something at our
+hands, and we owe it to them to maintain a respectable standard
+of conduct for them to share. Let us be hospitable and
+reasonable, but let us be courageous enough to insist that the
+young citizen treat the library with the respect due to a
+municipal institution."
+
+It has been impossible to publish in full all of the replies to
+the circular letter sent out, but as much as possible has been
+incorporated in this report, believing that each situation
+delineated may give helpful hints toward the solution of this
+general difficulty. The list of questions is given in the
+synopsis appended to the admirable and helpful report contributed
+by the chief of the children's department in Pittsburgh.
+
+Miss Frances Jenkins Olcott, Pittsburgh
+
+
+After ten years of experience we find our most difficult question
+of discipline arises when the older boys and girls come into the
+library. They usually come in the evening and we have the
+greatest trouble with the boys. Sometimes we suspect that our
+trouble with the boys is due to the influence of the girls, who
+know how to keep quiet and yet make confusion!
+
+The question of discipline depends largely on the district in
+which a branch is placed and also on the planning and equipment
+of the children's room--in fact of the whole branch building, and
+on the personal attention of the branch librarian toward the
+children.
+
+In answer to question ten I might say that everything depends on
+the children's librarian's judgment and also on the children.
+Some children come into the library to be sent home. They wish to
+see how many times they can make mischief, and it is really a
+pleasure to them to have you send them out. In other cases
+children are much mortified by being sent from the room. It is
+necessary that the children's librarian and her assistants should
+know the children individually, especially their names and
+something of their home conditions wherever possible. The
+handling of "gangs" takes a great deal of tact and sympathy with
+boys.
+
+On the whole, given a well-planned and equipped children's room,
+plenty of books, a sufficient number of the right kind of
+children's librarians who are firm, tactful and sympathetic
+(having a sense of humor and a wide knowledge of children's
+books) and by all means a sympathetic branch librarian, the
+question of discipline will usually smooth itself out. We have
+one room in a crowded tenement district where the right young
+woman has produced unusual order. The children come in and go out
+happy and interested in their books, and there is little need for
+reproof. This is due largely to the fact that we started in with
+a determination to have reasonable order and the children learned
+that to use the room it was necessary to be orderly, and they are
+much happier and get more from the library.
+
+
+SYNOPSIS
+
+1. At what hour is the discipline most difficult?
+
+Discipline is most difficult during the busiest time, the
+evening, our branch libraries being open until 9 o'clock.
+
+2. With what ages do you have the most trouble?
+
+The greatest trouble is with children from 10-16.
+
+3. With boys or girls, or both?
+
+Both boys and girls, but the greatest trouble with boys.
+
+4. Are the scholars from the High School a special trouble?
+
+It depends on the district in which the branch is situated and
+the social conditions of the people visiting the branch.
+
+5. Do any use the library as a meeting place, or kind of club?
+
+This also depends largely on the district.
+
+6. Do they come in such numbers that they over-run the library
+and keep the older people away because of the consequent
+confusion, noise, and lack of room?
+
+No, excepting under conditions produced by bad planning of
+buildings.
+
+7. Do you ever ask for help in the discipline--from the trustees,
+police, or others?
+
+The branches which have guards have less difficulty in
+discipline, otherwise in some of the crowded districts the
+janitors and police are occasionally called in.
+
+8. Do the teachers help by talking to the scholars on the
+necessity of behavior in public places?
+
+As far as our knowledge goes, only occasionally.
+
+9. Have you ever addressed the schools on this topic?
+
+No, with one exception, where it proved satisfactory.
+
+10. Do you ever send unruly children (either older or younger
+ones) home? If so, with what result in the case of the
+individual? With what effect on the whole problem? For how long
+do you suspend a child? What are the terms on which he can
+return?
+
+(a) We always send unruly children home, procuring their name and
+address first whenever possible. If we have to send the same
+child from the room frequently, a letter is sent to the parent
+stating the reason. (b) This has worked well with but three
+exceptions in four years. The crucial point is to find the name
+of the child. (c) We have never suspended a child for more than
+two months unless he were arrested for misbehavior. (d) An
+apology to the librarian and good behavior following.
+(Hazelwood)
+
+We send children from the library.
+
+In this district we have two classes of disorderly children.
+Those who came from homes where they have had no restraint of any
+sort, and have too recently come to the library to have acquired
+reading-room manners; and those who know very well how to conduct
+themselves, but enjoy making a disturbance. We do our best to
+help the former to learn how to conduct themselves quietly--the
+essential means of course is to interest them in books and to
+make them feel the friendliness of the room. But when a child of
+the second class is disorderly, he is first made to sit quite by
+himself; if he is persistently noisy, he is sent from the room.
+The length of time he is suspended depends on his previous
+conduct and on the offense in question; from a day to a month or
+more. A child usually behaves like an angel when he first comes
+back after being out of the library for any length of time.
+
+We have a good many restless children, especially in winter, whom
+it is difficult to interest in reading, but who enjoy pictures.
+And we have found it useful to have plenty of copies of
+especially interesting numbers of illustrated magazines like
+Outing and World's Work to give them. And we have a desk list of
+especially interesting illustrated books that we find useful for
+these children. (East Liberty)
+
+Mr. Walter L. Brown, Buffalo, N. Y.
+
+
+Our work, even in the branches, does not offer much suggestion so
+far as library discipline is concerned. I have talked the matter
+over with all those having charge of the branches, the work with
+the children in the main library, and the depositories at the
+settlement houses, and they all agree, without hesitation, that
+they are having no trouble whatever with the children of any
+size.
+
+The William Ives Branch, which is in the district occupied by the
+Polish and German people, had some trouble when it occupied a
+store opening on the street. For a few weeks after this branch
+was opened, the rough boys in the neighborhood bothered by
+shouting, throwing things in the doors, and forming in large
+crowds around the front of the building. The police helped out by
+giving us a guard for a brief period. As soon as the novelty of
+the library had worn off, and the children began actually to use
+the books and get acquainted with the attendants, all trouble
+seemed to stop.
+
+We also had some trouble at one of the depositories when it was
+first opened, this being in a rather unruly district in the lower
+part of the city. All is now quiet here, and has been for a
+number of years.
+
+The consensus of opinion of our staff seems to be that when any
+slight disturbance, which is all that we ever have now, occurs
+that it is caused by one, two, or three boys. The problem of
+preventing its repetition is solved by recognizing these boys,
+and when matters are quiet, having a talk with them, gaining
+their confidence and friendship. This, of course, is after any
+punishment is administered. This has been done in a number of
+instances, and has always been successful. Some of the library's
+best friends among the older boys have been gained in this way.
+
+The only discipline that is exerted is by sending the children
+away from the library, and if they are told that they must stay
+away for two or three days or a week, this is final and they are
+not allowed to return until the time has expired. If a child is
+using the Library, this seems to be all the punishment that is
+necessary.
+
+We should say that in a library where there is any continued
+trouble with the young people, it is not their fault, but the
+fault of the library, and we should solve it by changing the
+library methods.
+
+Miss Clara F. Baldwin, Minnesota.
+
+
+Of course we all know that almost everything depends on the
+personality of the librarian, and it has been my observation that
+the librarians of strong, winning personality, who make friends
+with the children and young people from the start, have little
+trouble with discipline. Your question relating to the
+co-operation with the teachers seems to me very pertinent. In
+some cases where discipline in the schools is not properly
+maintained, there has been corresponding difficulty in the
+library. Does it not all come back to personality, tact, and
+strength of character, just as every problem of success or
+failure does?
+
+My theory is that order must be maintained even if the police
+have to be called in, but do not drive the offenders away from
+the library if you can possibly help it. They are probably just
+the ones who need it most. Sometimes it may mean personal visits
+to the parents, but I wouldn't lose a boy or girl if I could
+possibly hang on to them.
+
+Mr. George F. Bowerman, Washington, D. C.
+
+
+We have your circular letter inquiring about the discipline in
+our library as related to school children. In general I would say
+that we have very little trouble in this direction. Most of the
+trouble we have comes from the colored element which forms about
+one-third of the population.
+
+We are striving to get Congress, from which all our
+appropriations come, to give us a regular police officer. I am a
+great believer in the moral influence of brass buttons. At the
+present time, our engineer and fireman are both sworn as special
+police officers. They both have police badges, which they can
+display on occasions. I would, however, like to have a regular
+officer in uniform.
+
+Miss Isabel Ely Lord, Pratt Institute, Brooklyn.
+
+
+The difficulties of discipline in this library arise almost
+entirely from the nature of the building, as the chief
+disturbance with us is the noise of laughing and talking in the
+halls. This is done quite innocently because people do not
+realize that the big hall, with its beautiful stairway is really
+a part of the building and that noise made there echoes through
+into the various departments. The children have to cross a wide
+stretch of intarsia floor, and any natural, normal child is
+seized with a desire to run. For this reason we have the janitor
+stationed in the lower hall from twelve to one and three to six
+each day. When he is there, there is very little difficulty.
+
+In the library rooms we do not have the trouble that occurs in a
+community where the constituents of the Library know each other
+well. In a big, shifting population like ours, people meet
+usually strangers and there is no temptation to disturbing
+conversation or to flirtation
+
+In the children's room, as indeed in the adult department, the
+matter is almost entirely controlled by personal knowledge of
+people who offend. A child is spoken to by name and is made to
+realize that it is a distinct individual matter if he or she has
+offended. There have been occasions in the children's room when a
+crowd of the older boys has come in, with evident intention of
+making a little disturbance. Miss Moore established the custom,
+in such cases, of asking each of these boys to sign his name and
+address to a slip--or a separate sheet of paper-- and this had
+usually a sufficiently quieting effect to obviate the need of
+anything further. Occasionally the children's librarian has gone
+to visit a child's parents, and so has the librarian. We also
+have asked some times fathers and mothers to come to the library
+to "hold court," but this has been in cases of theft and
+suspected theft, and I suppose you do not include that in your
+questions of discipline.
+
+We lay great stress, especially in the Children's Room, on the
+importance of a perfectly quiet and controlled manner in the
+assistants. The training that our children have received in the
+Story Hour, we feel, to be very valuable to them. This is a
+special privilege to which they are admitted and they recognize
+it as such. They have learned to come in and to go out on Story
+Hour evenings with as much quietness as one can expect from a
+body of children, and they are very courteous in the Story
+Hours, saying a quiet "Thank you" to the story-teller instead of
+indulging in clapping of hands, stamping of feet, etc. These
+things help, I think, in the general control of the room, and I
+think that Miss Cowing (who is not here now to speak for herself)
+has occasionaly disciplined some child by refusing a Story Hour
+ticket because of misbehavior in the room.
+
+
+Mr. A. L. Peck, Gloversville, N. Y.
+
+
+This institution has been in existence over twenty-eight years
+and during all this time, there has been no trouble with
+discipline. I am not willing to say that our young people or even
+our older ones, are better than those of other places, but from
+the very beginning everybody was given to understand that they
+had to live up to a certain decorum, that is, men and boys have
+to take off their hats and disturbing conversation is not
+permitted.
+
+While we do not hesitate to speak to any who need reminding that
+reading rooms are for serious purposes, in all these years we
+have sent out of the rooms, three adults and five boys. Our
+janitor is sworn in as a special policeman and everybody knows
+that not only prompt ejection from the room, but also discipline
+before the recorder in the city courts would be forthcoming in
+consequence of any serious breach of order.
+
+I have never hesitated to make it known that the readers' rights
+must be respected and that reading and studying is serious work
+and our people have always supported me in this, fully as much as
+the board of directors. I do believe that as soon as people
+understand this, there will be no trouble, but there must be no
+vacillating policy.
+
+The trouble we have occasionally with boys, mainly, is that they
+try to be smart and will deliberately put books on the shelves
+bottom side up, but one of the youngsters was caught in the act
+and promptly sent home. His father was notified and fully agreed
+with us that the library was no place for such mischief and
+promised that his youngster would behave henceforth. This had a
+wholesome effect on all the others and there has been no trouble
+since.
+
+I also have to say that our children's room is 45 feet away from
+the adult department and we do not permit young people under 14
+to roam about the building, we keep them strictly in their own
+room. As soon as young people are admitted to the high school, we
+at once admit them to the entire library even if they should be
+under 14 years of age. They consider this a great privilege and
+we thus far have had no trouble. The high school students come
+here for study as well as for reference work and make proper use
+of the library. They know from experience that we do not allow
+any nonsense and under no consideration would we permit the
+library to be a place of rendezvous for promiscuous visiting.
+
+Our institution seems to discipline itself without any
+difficulty. The principle upon which we work is very simple.
+"Readers demand quiet, therefore, conversation even in low tones,
+is strictly prohibited." This is literally carried out and not
+the least exception is made. Posters, with the rule quoted above
+printed on small cards are distributed through the rooms, placed
+on the tables and renewed from time to time.
+
+As soon as the public realizes that it is the intention of the
+Board of Managers and their representative officers to live up
+strictly to this rule and to carry it out at all hazards, they
+soon learn to behave and not much difficulty is experienced.
+
+Mr. A. L. Bailey, Wilmington, Del.
+
+The discipline in this library while occasionally bothersome,
+does not on the whole cause us much annoyance. The offenders are
+chiefly students from the high school who use the library in the
+afternoon and forget at times that the reading room is a place of
+quiet. No special measures have been taken to preserve quiet.
+Generally once speaking to the offender will prove sufficient to
+stop whispering or loud conversation, but if he is persistent in
+talking or whispering, we request that he leave the room. This
+always has a good effect, for its seldom happens that we have to
+expel the same person more than once. In asking readers to leave
+the reading room, we realize that we run the risk of making them
+so angry that they will never again make use of the library but
+we believe that the great majority who are quiet and well-behaved
+shall not be annoyed if we can prevent it.
+
+While the older children from the schools are the chief
+offenders, perhaps the most exasperating are the influential
+women of the city who come to the library on market days
+(Wednesday and Saturday mornings) and visit more or less with
+each other. This is a custom established long before the library
+became free, and owing to the prominence of the offenders and
+their real interest in and intelligent use of the library, one
+with which it is hard to deal. A sign placed in the reading room
+requesting readers to refrain from all unnecessary conversation
+has had a most noticeable effect on this class of readers and the
+annoyance is much less than it was three years ago.
+
+The juvenile department occasionally has to call upon a policeman
+to help keep order. This, however, is due to the fact that there
+is a large hallway and broad stairways just outside the rooms
+which the library occupies. Discipline in this part of the
+building is a cause of great annoyance. We cannot afford to pay a
+guard to stay in the hall and as the police force is not
+sufficient for the city's needs, a policeman can only spend a few
+moments as he passes by on his beat. In the juvenile room itself
+we have trouble only with gangs of young negroes and this only
+occasionally. When they come to the library it is hard to
+interest them and the demoralizing influence that they introduce
+compels us at times to expel them and even to forbid them to
+return. We have only once sent special word to the schools asking
+teachers to request children to preserve order. We believe that
+the teachers, so far as they are able, try to inculcate
+principles of right behavior in public places, but we believe
+that the discipline of this library is entirely in our own hands,
+and until the situation becomes one with which we can not cope,
+we prefer not to call upon the schools for assistance.
+
+Miss Caroline M. Underhill, Utica, N. Y.
+
+
+One of the problems in guiding these intermediate readers does
+not pertain to their reading, but to controlling the lawlessness
+which is frequently manifested. General restlessness, a desire
+for fun always and everywhere, characterizes many of the young
+people who frequent our libraries. A difference in locality
+brings different problems, but this one is universal. In Utica
+our new building brought increased opportunity to those inclined
+to fun. The strangeness of it, access to the stack, curiosity
+concerning the glass floors, the book-lift, the elevator, and
+even the electric lights, with the constant moving about of
+people who came simply to see the building, increased this
+tendency to restlessness among the young readers. In addition to
+this came the everpresent problem of the flirtatious boy and
+girl. Our wish to let them enjoy all possible liberty was soon
+interpreted to mean license.
+
+Finding that they did not yield to ordinary methods, it was
+decided, as an emergency measure, to issue "stack cards" through
+the second year in High School. These were small cards having
+Utica Public Library printed at the top: then space for name and
+address, followed by "is hereby granted the privilege of using
+the stack for reading and study." These gave permission to use
+the stacks for selecting books and for reading at the stack
+tables.
+
+Before issuing these cards, each boy and girl was instructed as
+to the right use of a library and the consideration due from one
+reader to another, and then asked to sign a register in which
+they promised to use the library properly whenever they came.
+These cards were to be shown each time they wished to go into the
+stacks, but in no way did they interfere with drawing books at
+the desk, if they had neglected to bring them. Any mis-behavior
+took away this stack card until they were again ready to fulfill
+their promise.
+
+This plan was entirely foreign to our theories, our wishes, or
+our beliefs, but in an emergency proved helpful in making the
+boys and girls realize we were in EARNEST when we said we wished
+to have it more quiet. Best of all, it gave an opportunity for a
+little personal talk with each one, and though of necessity this
+took much time, we considered it well worth while. Decided
+improvement made it unnecessary to continue the use of the card.
+
+To the older boys and girls we take pains to explain why we ask
+them to respect the place and the rights of others. Occasionally
+we have written a letter to those who offend continually, signed
+by the librarian and a member of the library committee. In the
+majority of cases this brought about the needed reform-- if not,
+the privileges of the library were taken away.
+
+Miss Mary A. Smith, Eau Claire, Wis.
+
+
+I am quite interested in your questions about discipline, as we
+feel we have reached a very comfortable stage in the problem
+after considerable agitation and I have wondered some times what
+plan others followed.
+
+Our whole argument with young people--(that means high school
+here as they seemed the only disturbing element) was
+consideration for other people. When talking to grade pupils that
+were soon to come into high school, we explained that we could
+have only two grades in a public library, children and grown
+people. When they entered high school and used the main library
+almost entirely, we classed them as grown people and must expect
+from them the same carefulness, as older people were much more
+easily disturbed.
+
+The discipline we found, as usually is the case, one of
+individuals. We first spoke to the transgressor. If he did not
+pay sufficient regard as shown in action, we suspended him
+usually for a week, with a very definite explanation, that before
+he returned, he must give a pledge in place of the one on the
+registration card which he had broken. He knew these pledges were
+filed away as part of the library record. If that pledge was
+broken it meant that the case would be referred to the Library
+Board. This had to be done but once and that had an excellent
+effect. The Board suspended for several months with the
+understanding that return then depended on pledges made to the
+librarian.
+
+There must be one person who is making the standard for conduct
+and that person must be on hand during hours when trouble is
+likely to arise; that means the librarian. Assistants must be in
+sympathy, watch, help and report cases, but not take active part
+in discipline.
+
+The penalty must be a very certain thing, as sure a law in the
+public library as violation of law on the streets. There must not
+be nagging of young people nor wasting of words. When a
+transgressor is told to do anything, it must be done in such a
+manner, and without anger or annoyance in voice, if possible, so
+that a librarian can turn away and know the order will be obeyed.
+
+I believe it is possible to establish a standard of conduct in a
+public library, which a young person will feel and know if he is
+not within that standard. It can not be done in a week nor a
+month. I hope we have one here now. I mean by that also that a
+librarian can leave the library and not feel that any advantage
+is going to be taken of an assistant because she is not there. I
+do not believe in a librarian popping in any time during her off
+hours making the young people feel she is ready to spring upon
+them at unexpected moments.
+
+The above states what we have been doing, and we seldom now have
+to think of discipline. If we see signs of carelessness, we nip
+them in the bud. One must discriminate between a moment's
+thoughtlessness in a young person and the beginning of a wrong
+library habit. That may not seem clearly put. A firm, steady
+glance in his direction and the way he takes it will usually
+diagnose the case.
+
+I think the object of discipline in a Public Library is much more
+than to keep young people quiet. It seems now-a-days one of the
+few public places where they may mingle with older people and
+show them consideration. A quiet library ought to be an antidote
+for unseasonable boisterousness suffered by young people. No
+librarian need fear she is driving people away, if she tightens
+up all along this line. That at least has not been our
+experience, as we grew rapidly while we were the most strenuous.
+People have more respect for an institution, where each person
+will be held to his privileges, and not be allowed to interfere
+with another's.
+
+I was amused the other night when a high school boy, who had
+needed suggestion himself two years ago, came to me and said he
+thought two younger boys were disturbing an older gentleman in
+the reference room. These younger boys who were only talking more
+than was necessary, had not used the reference room and did not
+clearly understand that the same amount of conversation was not
+allowed there as in the other room. I spoke to them and when I
+returned suggested to the older boy that he might keep an eye on
+them, as I much preferred they stay there and think of the older
+man than come into the other room. He reported that they gave no
+more trouble.
+
+Our reference room discipline has been very much assisted by a
+signing of the simple agreement: "I promise to refrain from all
+unnecessary conversation in the reference room." All high school
+students sign before using the room. The paper lies on the loan
+desk so at a glance we expect to be able to tell who is there.
+The room is away from the desk and can not be watched from it.
+"Unnecessary" was not in when we began. It was absolute, but we
+found we could give more liberty. Whenever this pledge was
+violated, which was not often even at first, no explanation was
+accepted, a word had been broken: "A bad thing," we said, "for a
+young person in a public library. Don't sign what you cannot
+keep."
+
+One must be even and not allow one day what one lets pass the
+next and that is not an easy thing to do. Do not start to evolve
+an orderly library out of a disorderly one and expect to escape
+all criticism. Be ready to explain fully to the parent whose
+child has been disciplined.
+
+I have wondered sometimes if the disorderly library did not have
+more than one cause. If you wish orderly conduct you must also
+have an orderly library, a place for everything and everything in
+its place. We have not a perfect library yet in Eau Claire and we
+hope we may obtain some suggestions from other libraries to help
+on that glad time.
+
+Miss Harriet A. Wood, Cedar Rapids, Iowa.
+
+
+The difficulty can be largely overcome by giving the active boys
+something to do. We let them put up books and even slip the
+books, if they are careful, put in labels, etc. We have a Boy's
+Club recently organized. Now the girls are clamoring for one. A
+trustee has charge of it. I believe that the librarian should
+make more of an effort to know the boys and girls personally.
+During the past two months, we have been working along this line
+with good results. The boys are simply full of spirit; they are
+not bad. We never ought to expect to eliminate noise entirely,
+unless we drive out the children. Our library is open without
+partitions between the children's room and the other rooms. Boys
+that have been troublesome in the past, come in now that they are
+older, and read like gentlemen. Many of the boys, we find upon
+inquiry, are orphans. some without fathers, some without
+mothers. The probation officer of the Juvenile court works with
+us. One of her boys is an ardent helper in the children's room.
+We have found it much better to speak to a boy quietly when he is
+not with his companions. He is more likely to respond. We try to
+make the boys and girls feel that we are interested in them. If
+they come to us to use the library as a meeting and perhaps a
+loafing place, we should be glad. If we have not the time and
+strength to seize this opportunity for social betterment, we
+should enlist tactful men and women in the city who can help with
+the problem.
+
+Miss Mary A. Smith, La Crosse, Wis.
+
+
+At the branch, the discipline is the great difficulty. The branch
+took the place of a badly managed boy's club so we really did not
+have a fair start. The discipline in the room is still a problem
+not entirely solved. A large number of the most restless boys had
+no respect for authority and had the impression that the library,
+being a free and public institution, was a place where they could
+act as they pleased. Through the kindness of Mr. Austin and Mr.
+Hiller, who have given their time to read aloud to the boys two
+evenings a week and have personally interested the boys in the
+books at the library, this impression has changed and in its
+place has come an attempt on the part of some of the boys at a
+system of self government. Next fall we hope to establish clubs
+among the boys, giving them the use of the room back of the
+reading room and any assistance they may need, but leaving the
+organization in their hands.
+
+The reading aloud has been most successful and has had a constant
+attendance of about 50 boys. With the children lies our chief
+hope of developing the reading habit and love of good books.
+Through the children also we look for the increase in adult
+readers. This grows slowly at the branch for the reason that
+older people do not yet come to read the magazines kept on file
+in the room.
+
+Mr. Henry J. Carr, Scranton, Pa.
+
+
+To send unruly children out of the building and forbid them to
+come again until prepared to behave properly is our strongest
+"card," and it proves effective, too. No definite period is
+assigned.
+
+Administration of all discipline promptly, pleasantly, but no
+less firmly and without relaxation, on the least sign of its
+need, we find to do much towards obviating the necessity.
+
+Miss Maude Van Buren, Mankato, Minn.
+
+
+I make occasional visits to all the schools, and the first talk
+of the year usually includes a word on conduct, but I am careful
+to have the young people feel that I know their shortcomings in
+this matter are only those of thoughtlessness, never of mischief
+nor meanness; that the only reason for requiring perfect quiet in
+a public library is a consideration of other's rights. It is all
+a matter of the librarian's attitude.
+
+Miss Grace D. Rose, Davenport, Iowa.
+
+
+When the children's room was in the basement in a room much too
+small for the numbers which came, there was a great deal of noise
+and confusion. Since the removal to the large, beautiful room on
+the second floor, the order has been much improved. The children
+seem impressed by the dignity and quiet of the room, and even
+upon days when they come in large numbers, there is no confusion
+and very little of the former playing.
+
+At present, we have several children who are allowed to draw
+books but must transact their business as quickly as possible,
+and cannot exchange them under two weeks.
+
+Miss Ethel F. McCullough, Superior, Wis.
+
+
+The question of library discipline is not so much a question of
+troublesome and disorderly patrons, as it is a question of
+library administration. Given a quiet, attentive staff, a
+building arranged for complete supervision, noiseless floors and
+furniture intelligently placed--given these five essentials, a
+well ordered library must be the inevitable result. With any one
+of these lacking, the problem of discipline becomes a complicated
+one.
+
+Mrs. Grace K. Hairland, Marshalltown, Iowa.
+
+The matter of discipline, in a small public library, where the
+loan desk with its unavoidable attendant confusion, is so near
+the Reading Room as to furnish a cover for the whispering and
+fun--is not the easiest problem in the world to solve. There is
+nothing we desire more than to have every man, woman, and child
+love the library. To wet blanket the enthusiasm with which they
+seek our sanctuary the instant school is over, surely would not
+be good administration. The majority come to do serious work; it
+is only a few who use it as a trysting place and who disturb the
+"Absolute silence" which we profess to maintain, (and of which we
+have tangible reminders conspicuously posted) and yet we realize
+that those few irrepressibles may prove most annoying to serious
+readers. Tact is necessary and methods must be devised to correct
+this without using so much severity or nagging, as to drive away
+the thoughtless. Often we have arranged to do some reference
+work, looking up material for club programs perhaps, at the hour
+just after school when the older children flock into the reading
+room. This can be done at the tables and "sitting in their midst"
+has a salutary effect. Of course it could not be done with a
+staff of one or two.
+
+During this last winter the high school arranged for seven
+debates. The unbounded enthusiasm of those taking part resulted
+in a total ignoring of the rules; groups of debaters stood about
+hotly contesting points, causing consternation to the staff until
+the plan of giving over to them the newspaper room, (not used by
+the public) was carried into effect. Every effort is made to keep
+the good will of the older boys and girls, and it is only with
+these that there is any suggestion of trouble. The children's
+room, especially since we have had a children's librarian, is
+under perfect discipline. There are dissected maps, quiet games,
+and stereopticon views on their tables beside Caldecott's and
+other picture books and they are so well entertained that there
+is no occasion for mischief.
+
+Extreme measures are not resorted to among the older boys and
+girls except on rare occasions. If, after being spoken to once or
+twice and perhaps sent out, they still prove obstreperous, they
+are suspended for a month and this has always resulted in reform.
+
+In no case have we found it necessary to resort to aid from the
+police. I should like very much to have a club room, or
+"conversation room" perhaps it might be called. The shelves of
+the newspaper room are filled with magazines for binding and
+these are often misplaced and even torn and lost when that room
+is used; besides it is in the basement and out of sight. The
+ideal room would have glass doors and the occupants in sight of
+the staff all the time. Then the high school students could come
+from the strict discipline and restraint of the school room and
+have a quiet discussion of their work or even a social chat and
+be in a much better place than the cigar stores or post office.
+
+Miss Grace Blanchard, Concord, N. H.
+
+
+When a librarian is much "dressed up" and can take time to play
+that she is an agreeable hostess, all children, whether little
+aristocrats or arabs, enter into the civilized spirit of the
+occasion and become more mannerly.
+
+Miss Lucy Lee Pleasants, Menasha, Wis.
+
+
+To achieve the best results, the librarian should never make an
+enemy and should lose no opportunity of making a friend. If
+children talk at the tables, separate them by asking them
+politely to change their seats. If they have really something to
+talk over, such as a lesson or a sleighride, permit them to go
+into another room to discuss it. They will appreciate the
+privilege and will behave better in consequence.
+
+I have known a gang of little boys, who had the habit of coming
+to the reading room to make a disturbance, completely won over
+and converted into agreeable patrons by being captured red handed
+and told an amusing story. Children who come to the library are
+like everybody else--very apt to treat you as you treat them.
+
+Mrs. C. P. Barnes, Kenosha, Wis.
+
+
+About a year ago, I submitted a rule to the Board for their
+approval, and asked permission to have it printed on cards, for
+use on the tables in the reading room. It was worded as
+follows:-- "A rule has been made that no whispering nor talking
+shall be allowed in the reading room, even for purposes of study.
+For the good of the public, this rule will be strictly enforced,
+and anyone failing to observe it will be requested to leave the
+building. By order of the Board of Directors." It has been more
+effective in promoting order than any other experiment. Of course
+it occasionally happens that the card is overlooked or unheeded,
+but it is a very simple matter to hand one of these cards to the
+offender, and with a pleasant smile say, "We have no choice but
+to enforce this rule" and the deed is done.
+
+Miss Helen L. Price, Merrill, Wis.
+
+
+When we know our young scamp and always speak to him in a spirit
+of good fellowship when we meet him, and take an opportunity in
+the library some time when there is no one to be disturbed, to
+discuss postage stamps, chickens, rabbits, or, best of all, dogs
+with him, he will soon lose all desire to torment, and when it is
+only exuberance to contend with, then that is easy.
+
+For malicious disturbance, we send the offender out, quickly and
+surely and discuss the matter with him later, if at all. "Go--
+quickly and quietly--and no noise outside if you want to come
+back."
+
+Miss Agnes Dwight, Appleton, Wis.
+
+
+We do not have absolute quiet all the time and I do not aim to
+have, but it is a favorite place for all ages to come. I, myself,
+never tell a boy that if I have to speak to him again I shall
+send him out. He goes the first time if it is necessary to speak
+to him at all. That sounds savage, but it is a long time since I
+have had to be so cruel. We have the goodwill of the small boy,
+that is for the time being, they may begin to act up at any time.
+
+Mrs. W. G. Clough, Portage, Wis.
+
+
+Judging from the impression made upon people from other libraries
+I should infer that our library is in a pretty well ordered
+condition in the matter of discipline.
+
+From the opening of our library we have impressed upon the public
+the necessity for quiet and order. We do not permit any talking
+aloud, a rule to which there are very few exceptions. The use,
+even, of subdued tones in the routine of selecting and exchanging
+books is not allowed among children and is discouraged among
+adults. The public understand and appreciate the fact that the
+library is no place for visitation or conversation. It has been
+necessary to pursue this course as we have but one large room for
+stacks, reference books, reading tables, children's department
+and charging desk.
+
+We have in a measure to contend against the noise attendant upon
+hard wood floors, and we are disturbed at times during the last
+hour of the evening from the room above which is the armory of
+the city company of the national guard. This, however, in no way
+affects the discipline of the library, excepting as it makes
+discipline there more essential.
+
+Miss Deborah B. Martin, Green Bay, Wis.
+
+
+Occasionally we have had difficulty from a crowd of boys entering
+the room in a body with a great deal of noise, annoying the
+librarian and readers by making a disturbance at the tables and
+altogether proving themselves a nuisance. We found that the most
+effective means for putting a decisive stop to the trouble was to
+write a polite note to the parents of each offender, saying that
+as the boy was proving an annoyance to library patrons, it might
+be well if he was kept away from the library until he was old
+enough to understand its uses. The parents have never resented
+this notice and after a reasonable time, the youth has returned
+to the library chastened and pleasant and there has been no
+further trouble with him.
+
+High school boys and girls do make the library a meeting place,
+and two years ago it became so noticeable that the Principal of
+one of the high schools, in a communication to the parents of
+scholars, spoke of the public library as a rendezvous. It is
+certainly not the province of the librarian unless these young
+people prove an annoyance to the reader, to discipline them or
+tell them what company they should keep. At a meeting of the
+Woman's club, the librarian was asked to speak to the club on the
+Public Library and its Work. This gave an opportunity to bring in
+the question of library discipline in its relation to the young
+people who flocked there less for study than for pleasure. The
+talk in this instance fortunately reached the right people, who
+perhaps had never thought the matter over before, and the library
+is not now, to any extent, used as a meeting place for high
+school students, although they still use it largely in their
+reference work.
+
+Miss Nannie W. Jayne, Alexandria, Ind.
+
+
+A few boys and girls from the high school and eighth grade have
+made two or three attempts to use the library as a meeting place.
+These meetings have been promptly broken up and a private talk
+with each offender has been the means used to prevent a
+repetition of the offense. A special effort has been made to
+impress the girls with correct ideas on this point, and in almost
+every case, these talks have resulted in an apology from the girl
+for her behavior.
+
+If all general conversation be prohibited, the library offers but
+little attraction to those who would come merely for a good time.
+
+Miss Martha E. Dunn, Stanley, Wis.
+
+
+We have had some experience with the older scholars making the
+library a meeting place. I mentioned the fact to the library
+board, and the president, who was the editor of our local paper
+at that time, made mention of it in the next issue. Since then,
+there has been no trouble. Our local paper has done much toward
+helping to put down any annoyance in and around the library
+building. It is a good thing to have the editor of the paper on
+the library board.
+
+Miss Anna S. Pinkum, Marinette, Wis.
+
+
+Our problems of discipline are, in some respects, peculiar to
+local conditions and in other respects, are the results of a
+larger movement which seems to be sweeping the entire country.
+Broadly speaking, two causes which make discipline such a
+difficult task stand out prominently:
+
+1. Local causes. A 9 o'clock curfew law and that not enforced;
+parents allowing their children to roam the streets at night;
+misdemeanors winked at by those in authority, particularly the
+police; a general laxity on the part of parents and city
+officials in correcting offences.
+
+2. Universal movement. Loss of parental authority. This is not
+peculiar to Marinette, but it is a deplorable state of affairs
+which is being brought to light all over the country.
+
+We find that moral suasion does not work effectively.
+Theoretically probably none of us believes in being caught
+wearing a frown, but most of our boys and girls respect sternness
+and assertive authority when they will not respond to any sort of
+kindly advice or appeal to their better natures.
+
+After the study of this problem for some time, the conclusion
+reached is this:--With one assistant, we can control any
+situation that may present itself within the library and by so
+doing, in time, may create the habit of quiet and orderly
+conduct; but until parents realize that their children need
+guidance, correction, and above all need to be kept from roaming
+the streets at night, the problem of discipline will be an ever
+present one both in the schools and in the library at Marinette.
+
+Mrs. Anna C. Bronsky, Chippewa Falls, Wis.
+
+
+We have had only a few occasions when it was necessary to deny
+pupils the privileges of the library. In such cases, the
+suspended one may come to the library for any books needed in
+school work, but is not allowed to remain longer than is
+necessary and may not go in to the reading room. This has been
+found helpful in most cases. I dislike very much to send a child
+out of the library, and only do so when it is imperative; for
+while they may be trying at times, they are the very ones who
+need the help that the library can give. Often the mischievous
+mood is of short duration, the attention is arrested by something
+in one of the books before him, and suddenly, your noisy boy is
+transformed into a studious youth. It is a great satisfaction to
+know that while the small child is in the library, he is not only
+safe from the evil influences of the street but is deriving a
+double benefit--the enjoyment of the book that absorbs him for
+the time being, and the habit of reading that is unconsciously
+being formed.
+
+Mr. R. Oberholzer, Sioux City, Iowa.
+
+
+If a real disturbance is made which seems clearly intentional, a
+quick dismissal follows. Reproof is never repeated--once speaking
+in that way is enough. Reproof is always made in an undertone,
+and the command to go home, while imperative, is in a few words
+and followed by absolute silence until obeyed. This is much more
+impressive than any amount of talk. Dismissal is only for the
+day. I have never suspended anyone, and only once did I write to
+the lad's mother that it would be better if her son did not come
+to the library for a time. If a child really wants to come to the
+library he learns to conduct himself so as not to offend the
+people who are in other ways such good friends of his. If he only
+comes for mischief, he soon concludes that the game is not worth
+the candle. The desire to "show off," always a strong element in
+a mischievous child, is not gratified, and the whole atmosphere
+is against him.
+
+To keep things going in this way is not easy except by eternal
+vigilance, both for the public who have to be taught some things
+over every day, and for library workers who have to learn to be
+good natured but unyielding, obliging but arbitrary, eternally
+patient but abnormally quick.
+
+In short, discipline in a library is, as everywhere, a matter of
+atmosphere rather than method, and atmosphere always means a
+group of forces expressed through personality.
+
+Miss Nelle A. Olson, Moorhead, Minn.
+
+
+Before our library opened, I visited all the rooms of all the
+schools of the city to talk library. I tried to awaken interest
+and enthusiasm, and to make perfectly clear to the students
+beforehand the purpose of a library and what was expected of them
+there and why.
+
+During the first few weeks I managed to spend a good deal of time
+in their room, moving about among them, helping them, and ready
+with a word of reminder the very moment a boy forgot himself. I
+tried in every possible way to help them to form correct library
+habits from the first. They all seemed anxious to conform to the
+library spirit when they understood it.
+
+Now, when a boy does something a little out of the way, I try to
+pass over it as much as possible at the time, then when he comes
+in again some time, perhaps having forgotten his feeling of
+irritation, I try to talk kindly with him about it and I find he
+usually takes it kindly then, and does not trouble again.
+
+I have tried always to take it for granted that the boy did not
+mean to annoy but forgot himself or was a little careless. I have
+no set procedure, but try to settle each little difficulty as
+that particular case seems to warrant and never to let it go on
+until it becomes a great one.
+
+Miss Kate M. Potter, Baraboo, Wis.
+
+
+The burning of our high school, two years ago, made the library
+the only place of general meeting for the scholars. While it was
+an added trouble at the time, I am not sorry for the experience
+either for the scholars or myself. Classes were held downstairs
+and study periods in the reading rooms. The children were made to
+realize they were under the same discipline as in the assembly
+room and while it took our time, it taught them the proper use of
+the library and we gained in the experience.
+
+First:--In regard to the children coming in such numbers as to
+keep the older readers away. The older people make such little
+use of the books in comparison, I believe in giving the time and
+room to the children.
+
+Second:--As to their making it a meeting place. In smaller places
+the children have no other place to go. Is it not better to
+attract them to the library?
+
+Third:--As to discipline. We find one thing essential--not to let
+them get started in the wrong way. A boy or girl spoken to at
+first, generally does not repeat the offense.
+
+While this all takes the librarian's time I feel that it is
+spent, in the greatest good to the greatest number, after all.
+
+Miss Gertrude J. Skavlem, Janesville, Wis.
+
+
+The Janesville Public Library is so arranged that the desk
+attendant has almost no supervision over the Reading and
+Reference Rooms. The matter of discipline in those rooms was a
+source of considerable trouble until an attendant took charge
+there in the evenings. We find it necessary to have this
+attendant only during the winter months, when more High School
+students use the library than at other times.
+
+It is not the policy of the Library Board to enforce any strict
+rules as to quiet in the rooms. Rules are very lenient and the
+enforcement more by inference than in any other way. An attendant
+if she has the requisite personality, may, simply by her manner
+ensure quiet and orderly conduct, at least that has been our
+experience during the past year.
+
+Various other means were tried before the one which we now find
+so successful. Talks were given in the High School by the
+superintendent, and at one time a police officer had the Library
+on his regular beat. None of these methods were permanently
+successful.
+
+Miss Jeannette M. Drake, Jacksonville, Ill.
+
+
+I have never hesitated to take what measures seemed necessary to
+have a quiet library, otherwise how near can we come to
+fulfilling the purpose of a library?
+
+Since the first few weeks that I was here as librarian I have had
+no trouble in regard to the discipline. I feel sometimes that I
+am too strict, but I cannot have patrons say "I cannot study at
+the library because of the confusion, etc." The only solution of
+the problem that I know of is to ask every one not to talk,
+unless he can do so without disturbing others in the least. When
+it is necessary for people to talk about their work, except to
+us, we give them a vacant room in the building and often have
+people in every vacant space and the office at the same time. We
+encourage such use of the rooms; try to be courteous in our
+demands; interested in all; do everything in our power to get
+material for patrons and the result is that they feel that the
+library is a place of business.
+
+The boys who used to come "for fun" come now and read for several
+hours at a time and are always gentlemanly and are our friends. I
+know of none who ceased to come because of the order we must
+have. At first, if we had spoken to anyone and they still were
+not quiet, we asked them to leave the building and to come back
+when they wanted to read or study. We always saw that they left
+when we told them to do so, and no one has been sent from the
+building for unruly conduct for two years. If I needed help I
+would call on the police as I would not want either teachers or
+students to feel that we could not manage our patrons when they
+were in the library. Of course we are always on the alert as we
+realize that the matter would get beyond us if we were careless
+for a time. It is not easy for librarians to carry out these
+rules, but it pays in the reputation of the library.
+
+Mrs. Alice G. Evans, Decatur, Ill.
+
+
+We have had very little trouble with discipline since moving into
+our own building, the rooms being so arranged that excellent
+supervision over them is possible from the loan desk. Then too,
+the children's and reference rooms have their own attendants and
+any disturbance may be quickly settled.
+
+Perhaps the most disturbing element comes from the boys preparing
+debates, who often forget and talk somewhat above a whisper, and
+it is sometimes necessary to request them every fifteen minutes,
+to lower their voices.
+
+As to making the library a meeting place, this is done, I
+suppose, to some extent but we rarely have any particular trouble
+from it.
+
+I think the main reason for the order in our library is the
+separation of the different departments, as we used to have a
+great deal of trouble when we had but one room for readers,
+students and children.
+
+Miss Elizabeth Comer, Redwood Falls, Minn.
+
+
+When I first came here, I sent both boys and girls home; it was
+seldom necessary to send the same child twice for the same
+offense. Some of the boys tried a new tack after being sent home
+once and were then told to stay away until they could conduct
+themselves properly on the library premises, with the result that
+I have not been obliged to send a child away from the library for
+months.
+
+Miss Marie E. Brick, St. Cloud, Minn.
+
+
+The question of discipline has always been such an easy matter
+with me and never a problem that it seems rather difficult to
+state just how the good results are accomplished. We have none of
+the disfiguring printed signs of warning about; we do not need
+them. A glance, a word, a motion, at the least sign of uneasiness
+or noise, and all is quiet.
+
+Any good disciplinarian will say that her methods are the same.
+It is not what she says or does, but her entire attitude, her
+manner, her commanding personality, that secure the desired
+results.
+
+Our High School pupils never give us any trouble. They enjoy too
+many privileges as students to abuse them. The school is in the
+next block, so near that the teachers almost daily excuse a
+number of them to do supplementary reading in the library during
+school hours. They hand me a printed slip or pass on entering,
+which I sign with the time of coming and leaving. These are
+returned to their respective instructors on returning to the
+school room. This pass acts as a check on anyone disposed to
+loiter by the way.
+
+Miss Ella F. Corwin, Elkhart, Ind.
+
+
+We never have had a great deal of trouble with the discipline. We
+try to make the children and young people feel that we depend
+upon them to assist in keeping up the standard of good behavior.
+
+We reach the younger children partly through the children's hour,
+not by talking to them on these subjects, but by winning them to
+us through the stories we tell and in our treatment of them.
+
+With the High School boys and girls, it is more difficult. The
+suspension of two boys had a beneficial effect, but the principal
+of the High School is our greatest help with them.
+
+Miss Bertha Marx, Sheboypan, Wis.
+
+
+The matter of discipline has not been of sufficient importance in
+our library to be classed as a problem. This may be due to two
+facts: First, the atmosphere discourages rowdyism, loud talking
+and visiting; secondly, an unwritten rule is that there must be
+quiet in the library but not necessarily absolute silence. It
+seems to me where the order in a library is not what it would be,
+the staff is lacking in its sense of discipline.
+
+If by chance, a group of people happens to make too much noise,
+we never hesitate to step up to them and in a courteous manner
+request them to be quiet. Such disturbance is usually caused
+through thoughtlessness, not from any desire to break a library
+rule, and after people have been cautioned they rarely commit the
+offense again. I will admit this must be done in a tactful way,
+for a grown person does not wish to be dictated to in the library
+as though he were a child in school. There are a few old men and
+women who persist in talking in a loud tone of voice; we know it
+would hurt their feelings if they were told to be quiet and
+therefore we wait upon them quickly, even ahead of their turn and
+so get rid of them as soon as possible.
+
+The boys and girls of the High School have to be spoken to quite
+frequently as they are so imbued with a sense of their own
+importance that they have very little regard for the order of the
+library. The most effective appeal which can be made to them is
+to suggest that every one has equal rights in the library and
+that when other people come who wish quiet in the reading rooms,
+the High School pupils have no right to deprive them of it.
+
+One evening the pupils were unusually noisy, we had cautioned
+them in vain to be quiet, and finally I ordered them all to leave
+the library. They were simply aghast for they were to have a test
+in history the following day and the material could only be
+procured from our reference shelves. I was aware of this at the
+time but felt drastic measures must be taken to show them that
+the three readers who shared the room with them had a right to
+undisturbed order. They plead with me in vain, and finally
+admitted that they deserved their punishment. It is needless to
+say that their history teacher approved my actions and that for
+weeks afterwards we had no more trouble with High School
+students.
+
+The library is never used as a club or meeting-place by people
+for we discourage all attempts at visiting among our patrons.
+
+It is not often found necessary to discipline the children in
+their reading-room as their behavior is on the whole, very good.
+When they become mischievous or noisy, it is generally because
+they have remained in the library too long and have grown
+restless, so they are advised to go out-doors and play for a
+time. We have practically none of the rowdy elements to deal with
+and when such children do come, we find that the attractive
+surroundings seem to have a quieting effect upon them.
+
+Miss Mary J. Calkins, Racine, Wis.
+
+
+The problem of discipline in the Library, is one which is "ever
+with us," and I do not feel sure that I have solved it to my
+satisfaction. We have tried "signs" and no signs; gentle
+persuasion and stern and rigid rules; and still we cannot always
+be sure of order, and a proper library deportment on the part of
+either children or grown people. I have come to the conclusion,
+that the character of the individual has everything to do with
+it. Children who defy rules both at home and at school, will also
+give trouble in the library, and nothing but a complete
+withdrawal of privileges will do any good. We have had very
+little trouble during the past year, but the children themselves
+seem to be different, the rougher class not coming to the library
+to make trouble, as they did formerly. The High School students
+are much more of a problem than the younger children; and cause
+much more disturbance, as far as my experience goes. When they
+are engaged in preparing their debates, it is necessary to have
+one of the staff sit in the room with them, and keep constant
+supervision, or the whole library will be disturbed.
+
+Miss Margaret Biggert, Berlin, Wis.
+
+
+During the past winter, for the first time since we have been in
+our new library it has been a question how to manage the
+situation without antagonizing the offenders, for it seems to me
+a librarian must avoid appearing in the guise of ogre even at the
+expense of perfect order. Scholars from the schools use the
+library constantly in their school work--including reference work
+for their three debating societies and it is with these pupils
+that the problem has been, the reference room becoming quite
+noisy-- though more from thoughtlessness and high spirits than
+otherwise. I feel certain a cork carpet would help to solve this
+problem in our library--with the unavoidable noise of heels on
+hard wood floors, it is hard to make people realize they are
+disturbing others.
+
+My own system of dealing with the problem has been to warn them
+as pleasantly as possible that they are forgetting themselves and
+then to impress on them individually as the chance offered, the
+necessity of remembering that the library is a place for reading
+and study--not a "conversation room" as an irate gentleman one
+day said a group of ladies seemed to think. Though it is very
+seldom that people who meet friends, either by chance or
+appointment cause any annoyance by remaining to carry on
+conversation. No signs enjoining silence are in evidence. The
+younger children have their own reading room and have given very
+little trouble. This I believe to be in a measure due to the
+influence of their teachers, who keep in close touch with the
+work of the library. One lad of about ten, the ringleader of a
+group, was sent from the library for misbehavior. I was pleased
+but surprised to have him appear at my home one morning and say:
+"I am sorry I cut up at the library and I'll never do it again."
+He never has and he comes regularly.
+
+We were at one time troubled with boys gathering outside the
+library evenings, making considerable disturbance with malicious
+intent. I was forced at length to call a police officer, who took
+the names of the offenders and walked through the reading rooms
+effectually quelling any budding aspirations toward hoodlumism in
+the children seated at the tables and we have had no trouble of
+that kind since.
+
+Miss Molly Catlin, Stevens Point, Wis.
+
+The matter of discipline has not been a difficult one with us, of
+course we have a good deal of noise, the adults are very apt to
+forget and talk noisily but as far as real trouble is concerned
+we have not had it.
+
+The Boys' Club room is a great help, in that the boy who just
+comes down town for fun and not to read goes into that room from
+preference.
+
+The girls and little children are often times noisy but with a
+glance or gentle reminder of some kind, they seem to be all
+right.
+
+The discipline of the Boys' Club Room is, however, a different
+matter, it really is hard to discipline, but the reason is that
+we never yet have gotten just the right kind of an attendant to
+care for the room, we need one who is interested in boys, who can
+mingle with them and teach them games, etc. We now have a young
+man, well educated and a good man but he is lax in discipline and
+careless about the room. Nevertheless I think the Boys' Club room
+a success, for during the months of February and March we have
+sometimes between fifty and seventy boys in attendance at one
+time and they seem to enjoy it.
+
+Miss Ella T. Hamilton, Whitewater, Wis.
+
+
+I suppose I have found much the same difficulties as others in
+regard to discipline. Our High School pupils, especially when
+working on their school debates, for which they get much of their
+material from the library, do sometimes find it easy to work
+together to the annoyance of their neighbors, but as they are, on
+the whole, well intentioned young people they usually take kindly
+the reproof. I do not mean to say that they do always after
+remember and act accordingly. Who of us do? And my experience as
+a teacher has taught me that some lessons have to be often
+repeated. There is, however, a kindly feeling between the young
+people who use the library and those who have charge of it, for
+we try to help them to whatever they need and they appreciate the
+fact; and this fact I think helps in the matter of discipline.
+The main reading room seems sometimes rather full with them, but
+there are places for but sixteen at the tables and that partly
+explains it. I have had occasionally the difficulty of young
+people making the library a meeting place. Only two weeks ago, I
+told a young Miss and her attendant, that we could dispense with
+their presence in the library; they have both been back since,
+but not in any way to our annoyance.
+
+We were at one time much troubled by some boys from ten to
+fourteen. Sending home didn't help for very long, and I finally
+went to the parents of the ring-leaders with very good results.
+Perhaps the fact that complaints came to them from several other
+sources helped. But I am sure parents can aid the librarian as
+well as the teacher. The only notices I have ever had up in my
+library in regard to order are two neatly printed signs, "Silence
+is golden." I think they have been more suggestive and effective
+than the ordinary sign.
+
+Miss Grace E. Salisbury, Whitewater, (Normal School.)
+
+
+In answer to your circular just received, I hardly know what to
+say. We have practically no disciplining to do. Of course
+conditions are not the same as in a public library. At the
+beginning of the school year every evidence of disorder is nipped
+in the bud, and after a few weeks we are entirely freed from any
+annoyance from visiting or other disorder. The children from the
+model school some times show a little inclination to talk too
+much in getting their books. If a word does not quiet them, the
+ring leader as it were is sent down to his department room which
+is the worst possible punishment as they love to come to the
+library. This never happens more than once or twice a year.
+
+The greatest help I have at the opening of the school year in
+creating the spirit I wish in the library, is the small work room
+opening out of it. If students visit, or get to talking over
+their work, I ask them if they will please take their work into
+the work room where they can talk things over without disturbing
+any one. They never resent that, when many times they would
+resent almost anything else in the way of reproof. If they talk
+too loud in there or seem to be still disturbing, I call
+attention to the fact that others are trying to work, and find it
+difficult to do so under the conditions.
+
+After the first few weeks of the year, I think I have to speak to
+a student not oftener than once in several weeks if that.
+
+I think the student body recognize the library as a place where
+they can find absolute quiet, and welcome it in that light, and
+most of them are glad to help to keep it so.
+
+Mrs. Alice A. Lamb, Litchfield, Minn.
+
+Our library opened four years ago. An acquaintance, through
+teaching, with most of the children of the town has been of great
+assistance. Possibly, mature years with a reputation for strict
+order in school have been of value.
+
+At any rate disorder is almost unknown. We started with the idea
+of perfect quiet in the building. The text "Be gentle and keep
+the voice low" was given a prominent place on the walls of the
+children's room for the first year and I'm sure was helpful.
+
+If the little children get to visiting, usually a glance or a
+shake of the head is sufficient. To the older children it has
+been necessary a few times to say quietly, "We must have perfect
+quiet here." This of course is said privately so that no one but
+the offender hears.
+
+Sending home seems a legitimate punishment and if judiciously
+used ought to produce good results.
+
+The good will of the children, with good nature and firmness on
+the part of the librarian would seem the chief essentials to good
+order.
+
+If disorder has once become a habit the problem is a serious one.
+In small libraries with but one person in charge it would seem
+wise to hire an assistant or have an apprentice to do the desk
+work during the evening hours or whenever disorder is likely to
+occur, and let the librarian be free to go about the rooms and
+use her best efforts to establish order, by every tactful means
+possible.
+
+Our building is so arranged that every part of it can be seen by
+the librarian at her desk. This doubtless is a very great aid in
+discipline, and perhaps explains why we have never been troubled
+by the boys and girls making a "meeting place" of the library.
+
+Miss Agnes J. Petersen, Manitowoc, Wis.
+
+
+Reading over your questions on the subject of discipline in the
+library, brought back very vividly to my mind, the first years of
+our library work.
+
+From the first day of opening, absolute quiet was made one of the
+rules of the library, and many boys and girls went home early in
+the evenings before they would recognize the rule. The fact that
+no disturbance of any kind would be tolerated was so impressed
+upon everybody, but, especially upon the children, that now,
+though the supervision is not so strictly kept, the same good
+order is easily maintained. A word or look of warning is at most
+times sufficient now to keep a roomful of 75 children in order
+except on rare occasions. We did practically I believe what every
+librarian does. The offender was warned concerning his conduct,
+and if, after several warnings, he still "dared us" he was sent
+home, not permitted to return to the library, nor draw books for
+a week or two as the case might be, only returning after
+promising good behavior in the future. When, as it happened a
+few times, the offender did not respond to this treatment, the
+president of our Library Board sent a note by the chief of police
+to the offender's parents, and that inevitably ended the matter.
+Only one boy was suspended for two weeks during this past year,
+and he gives a great deal of trouble at school, also.
+
+
+ SPECIAL METHODS AND TYPES OF WORK: STORY-TELLING; READING CLUBS;
+HOME LIBRARIES, PLAYGROUNDS, ETC.
+
+
+The function of the story hour as a recognized feature of library
+work with children has been variously discussed. The five papers
+given below represent these different points of view, and the
+experience of several libraries is included in the report of the
+Committee on Story- telling given at the Congress of the
+Playground Association of America in 1910.
+
+Another group method, which has been adopted as a means of
+introducing children to books and of securing continuity of
+interest, is that of the reading club. The three articles given
+show the influence of the direct, personal effort of Miss Hewins,
+and the carefully organized work of somewhat different types in
+two large library systems.
+
+The early history of home library work with children as conducted
+by the Boston Children's Aid Society and a consideration of the
+place of this method in extension work of libraries in general
+are included.
+
+Library work in summer playgrounds is one development of
+cooperation with other institutions. The first article included
+may be supplemented by a statement made by Miss Frances J. Olcott
+in an article on "The public library, a social force in
+Pittsburgh," printed in the Survey magazine, March 5, 1910. She
+states that "Perhaps the most important phase of the library's
+work with children which is being developed at present is that of
+playground libraries. ... Now that the Playground Association is
+establishing recreation centers for winter as well as summer,
+arrangements have been made with the library to supply books, the
+Association providing the necessary reading rooms in its new
+buildings." Practical difficulties in administration are
+discussed in the second article.
+
+The last group of articles brings together several unrelated
+phases of work. Two special kinds of children's libraries are
+mentioned, one a type--the Sunday School library--and one a
+library organized for specific work in connection with the
+Children's Museum in Brooklyn. Work with colored children in a
+colored branch library is described. The last paper gives a vivid
+picture of work with children in a foreign district of a large
+city.
+
+
+ THE STORY HOUR
+
+
+The paper by Edna Lyman Scott, printed in the Wisconsin Bulletin
+for January, 1905, was said to be introductory to a talk which
+she was to give at Beloit at the Wisconsin State meeting,
+February 22, 1905. The author looks upon the inauguration of the
+story hour as but the grasping of an opportunity in working with
+children in the library, as a means of cultivating the love of
+literature and of introducing the child to books.
+
+Edna Lyman, now Mrs. Scott, was born in Illinois, educated in the
+schools of Oak Park, Ill., and at Bradford Academy, Haverhill,
+Massachusetts. At the time this paper was written she was the
+children's librarian in the Oak Park Public Library, then known
+as Scoville Institute. Her work in story telling became known
+outside the immediate field of its activity, and in 1907 Miss
+Lyman severed her connection with this library to give time to
+special preparation, and later to become a lecturer on literature
+for children and story-telling, and a professional story-teller.
+She spent portions of three years as Advisory Children's
+Librarian for the Iowa Library Commission, and during that period
+published her book "Story-telling: what to tell and how to tell
+it." She holds the position of non-resident faculty lecturer on
+Work for Children in the Library School of the University of
+Illinois, and the Carnegie Library School of Atlanta, Georgia,
+and lectures regularly in other library schools, before teachers'
+institutes and normal schools, women's clubs and study classes
+throughout the country.
+
+
+When we touch the question of guiding the reading of children in
+our libraries we have opened the consideration of a subject which
+is one of the great arguments for the existence of public
+libraries.
+
+All about we see and feel the utter indifference of parents to
+what their children are reading, or whether they are reading at
+all, and the results of this indifference appear on every hand,
+in the character of the books which content the child, or in his
+determination to bury himself in a book to the exclusion of every
+other interest.
+
+The librarian sees this indifference and its fruit and realizes
+that it adds another responsibility to her already long list, and
+another opportunity to serve. She may doubt whether her province
+is to educate the taste of the public at large, but there can be
+no question that in the case of the children the choice is not
+left for her to make; the only reason for the child's reading at
+all is that he may grow mentally and spiritually. There is no way
+to protect the child against worthless books except by giving him
+a decided taste for what is good. Hamilton Mabie says that
+"tastes depend very largely on the standards with which we are
+familiar," and if these standards are acquired hit and miss,
+without training, they are likely to be of a most doubtful
+character.
+
+The love of literature, like the love of any of the fine arts, is
+susceptible of cultivation and is strengthened by constant
+contact with the beauty and greatness which can compel it. "They
+are exceptional children who read everything regardless of its
+character and come out all right. We do not know that any child
+is of such a make-up. We must deal with him as though he were not
+the exceptional but the normal child." The influence of all that
+he reads upon the mind of the child is sufficiently appalling,
+but it is not to be compared with the influence on his character.
+Henry Churchill King says: "It is his susceptibility to the
+faintest suggestion that makes the child so marvelous an
+imitator." The significance of this truth lies not only in the
+fact that he responds to the example in manners and morals of
+those about him, but equally, and perhaps even more exactly, to
+the heroes who live within the covers of his books. If the
+dangers are great, our response must be as forceful and our
+search untiring for the influence which will most surely lead the
+child to the best.
+
+And what means shall be found? The answer seems ready to hand in
+the use of one of the oldest, yet one of the newest arts, the art
+of story-telling. You may talk to a child about books, he will
+give a certain kind of response, particularly if he respects your
+judgment because of previous experience, but tell him a story and
+you have fastened him with chains he does not care to resist.
+
+The inauguration of the story hour then is but the grasping of an
+opportunity, first of all to give keenest joy to the child, and
+at the same time to set his standard for judging the value of
+other stories by those he hears, to give him a love for beautiful
+form, to introduce him to books he might never choose for himself
+and to bind him to the friend who tells him stories, so that he
+will feel a confidence in her suggestions.
+
+Before choosing our stories for telling it will be well to remind
+ourselves of our purpose in telling stories, namely, to give
+familiarity with good English, to cultivate the imagination, to
+develop the sympathy, and to give a clear impression of moral
+truth. With this purpose in mind we shall gather our children
+into groups whose ages are near, and will be reached by the same
+tales. We must be methodical in this as in all our library work,
+and have our campaign well planned before we begin.
+
+Not everyone has the gift of telling stories, but if one is not
+gifted with the art himself, there will doubtless be someone who
+is, who can be secured for the purpose, if we only feel that the
+need is great enough.
+
+The way is open to the minds and hearts of the children. Shall we
+neglect it because it is old, or because it is new, or because we
+seem somewhat hampered by existing conditions? Why not follow the
+successes of others, and then find our own?
+
+The above paper by Miss Lyman is offered as introductory to a
+talk which she will give at Beloit at the Wisconsin state
+meeting, February 22, 1905. The story hour has been most
+successfully conducted in a few of our libraries. To be sure
+every librarian is not qualified to conduct a successful story
+hour, but it is usually possible to find someone in the community
+who will tell the stories. The story hour requires a good deal of
+preparation. In Pittsburgh the librarians who were to tell
+stories had special training under Miss Shedlock, a well-known
+English story teller, and gave thorough study to the subject
+before attempting to interest the children. This library has
+published a pamphlet on Story telling to children from Norse
+mythology and the Nibehulgenlied. This pamphlet contains
+references to material on selected stories, an annotated reading
+list for the story teller and for young people, a full outline of
+a course, and many valuable suggestions. The same library
+published in its bulletin, October, 1902, the following outlines:
+
+LEGENDS OF KING ARTHUR AND THE KNIGHTS OF THE ROUND TABLE
+Story 1. Merlin the Enchanter      Story 2. How Arthur won his
+kingdom and how he got his sword Excalibur.      Story 3. The
+marriage of Arthur and Guinevere and the founding of the Round
+Table.      Story 4. The adventure of Gareth      Story 5. The
+adventure of Geraint.      Story 6. The adventure of Geraint and
+the Fair Enid.      Story 7. The story of the dolorous stroke.
+  Story 8. How Launcelot saved Guinevere; or, The adventure of
+the cart.      Story 9. Launcelot and the lily-maid of Astrolat.
+    Story 10. The coming of Galahad      Story 11. The quest of
+the Sangreal      Story 12. The achieving of the Sangreal.
+Story 13. The passing of Arthur.
+
+
+LEGENDS OF CHARLEMAGNE AND HIS PALADINS
+
+     Story 14. The adventures of Ogier the Dane.      Story 15.
+More adventures of Ogier the Dane.      Story 16. The sons of
+Aymon.      Story 17. Malagis the wizard      Story 18. A Roland
+for an Oliver      Story 19. The Princes of Cathay.      Story
+20. How Reinold fared to Cathay.      Story 21. The quest of
+Roland      Story 22. In the gardens of Falerina.      Story 23.
+Bradamant, the warrior maiden.      Story 24. The contest of
+Durandal.      Story 25. The battle of Roncesvalles.
+
+
+This regular story course will be broken into at the holidays
+when stories appropriate to the season will be told.
+
+Their bulletin for November, 1904, gives the program for 1904-5
+on Legends of Robin Hood and Stories from Ivanhoe. The outline
+follows:
+
+
+LEGENDS OF ROBIN HOOD
+
+     Story 1. How Robin Hood became an outlaw.      Story 2. How
+Robin Hood outwitted the Sheriff of Nottingham Town.      Story
+3. A merry adventure of Robin Hood.      Story 4. How Robin Hood
+gained three merry men in one day.      Story 5. The story of
+Allin a Dale.      Story 6. The story of the Sorrowful Knight.
+  Story 7. The Queen's champion.      Story 8. Robin Hood and Guy
+of Gisborne.      Story 9. How King Richard visited Robin Hood in
+Sherwood Forest.      Story 10. Robin Hood's death and burial.
+  Story 11. The tournament at Ashby-de-la-Zouche.      Story 12.
+The second day of the tournament.      Story 13. The siege of
+Torquilstone.
+
+
+The following extract on the children's story hour is taken from
+the Pittsburgh bulletin of December, 1901.
+
+THE CHILDREN'S STORY HOUR
+
+
+The Library story hour for the children began in a very modest
+way at our West End branch. It has passed through the
+experimental stage and is now a part of the regular routine of
+our six children's rooms. At first disconnected stories were told
+but when we found how much the stories influenced the children's
+reading, we began to follow a regular program, which has proved
+more effective than haphazard story telling. Last year we told
+stories from Greek mythology and Homer and had an attendance of
+over 5,000 children. The books placed on special story hour
+shelves were taken out 2,000 times.
+
+This year the stories are drawn from the Norse myths and the
+Niebelungen Lied. They are told by the children's librarians and
+the students of our Training school for children's librarians,
+every Friday afternoon from November first to April first. As the
+hour draws near, the children's rooms begin to fill with eagerly
+expectant children. There is an atmosphere of repressed
+excitement, and when the appointed minute comes, the children
+quickly form into line and march into the lecture room where the
+story is told. Once there, the children group themselves on the
+floor about the story teller, and all is attention. It may be
+that the story is a hard one to tell, the process of adapting and
+preparing it may have been difficult, but in the interested faces
+of the children and in the bright eyes fixed upon her face, the
+story teller finds her inspiration.
+
+Extra copies of books containing Norse myths have been provided
+for each children's room. Since few of these books are for very
+young children, we tell these poetic stories of our Northern
+ancestors to the older boys and girls only. For the younger ones
+there are such stories as The Three Bears, Hop-o'-my-thumb, and
+other old nursery favorites. At Thanksgiving, Christmas and a few
+other holidays, the program is dropped and one full of the spirit
+of the season is told instead. That the children enjoy and
+appreciate the stories is seen by the steadily increasing
+attendance, and by the fact that the same children return week
+after week. Teachers say the very worst punishment they can
+inflict is to detain a child so late on Friday that he misses his
+story hour. During the summer months, and early fall, when no
+stories were being told, there were many anxious inquiries as to
+when the story hour would begin. At our West End branch the
+children clamored so for their stories that the work was
+commenced a month before the time for beginning the regular
+program.
+
+And what is the use of story telling? Is it merely to amuse and
+entertain the children? Were it simply for this, the time would
+not seem wasted, when one recalls the bright and happy faces and
+realizes what an hour of delight it is to many children
+oftentimes their only escape from mean and sordid surroundings
+Col. Thomas Wentworth Higginson once said that to lie on the
+hearth rug and listen to one's mother reading aloud is a liberal
+education, but such sweet and precious privileges are only for
+the few. The story hour is intended to meet this want in some
+slight degree, to give the child a glimpse beyond the horizon
+which hitherto has limited his life, and open up to him those
+vast realms of literature which are a part of his inheritance,
+for unless he enters this great domain through the gateway of
+childish fancy and imagination, the probability is that he will
+never find any other opening. To arouse and stimulate a love for
+the best reading is then the real object of the story hour.
+Through the story the child's interest is awakened, the librarian
+places in his hands just the right book to develop that interest,
+and gradually there is formed a taste for good literature.
+
+
+ STORY-TELLING IN LIBRARIES
+
+
+In the following article, contributed to Public Libraries for
+November, 1908, Mr. John Cotton Dana protests against the popular
+idea of library story-telling and advocates instruction given to
+teachers both in story- telling and in the use of books as a
+better method "as to cost and results." John Cotton Dana was born
+in Woodstock, Vermont, in 1856, received the degree of A.B. from
+Dartmouth in 1878, and studied law in Woodstock from 1878 to
+1880. He was a land surveyor in Colorado in 1880-1881, was
+admitted to the New York bar in 1883, and spent 1886-1887 in
+Colorado as a civil engineer. He was Librarian of the Denver
+Public Library from 1889 to 1897; of the City Library,
+Springfield, Mass., from 1898- 1902, and since 1902 has been
+Librarian of the Free Public Library of Newark, N. J.
+
+
+Story-telling to groups of young children is now popular among
+librarians. The art is practiced chiefly by women. No doubt one
+reason for its popularity is that it gives those who practice it
+the pleasures of the teacher, the orator and the exhorter. It
+must be a delight to have the opportunity to hold the attention
+of a group of children; to see their eyes sparkle as the story
+unwinds itself; to feel that you are giving the little people
+high pleasure, and at the same time are improving their language,
+their morals, their dramatic sense, their power of attention and
+their knowledge of the world's literary masterpieces. Also, it is
+pleasant to realize that you are keeping them off the streets;
+are encouraging them to read good books; are storing their minds
+with charming pictures of life and are making friends for your
+library.
+
+In explaining its popularity I have stated briefly the arguments
+usually given in favor of library story-telling. There is another
+side.
+
+A library's funds are never sufficient for all the work that lies
+before it. Consequently, the work a library elects to do is done
+at the cost of certain other work it might have done. The library
+always puts its funds, skill and energy upon those things which
+it thinks are most important, that is, are most effective in the
+long run, in educating the community. Now, the schools tell
+stories to children, and it is obviously one of their proper
+functions so to do at such times, to such an extent and to such
+children as the persons in charge of the schools think wise. It
+is probable that the schoolmen know better when and how to
+include story-telling in their work with a given group of
+children than do the librarians. If a library thinks it knows
+about this subject more than do the schools, should it spend time
+and money much needed for other things in trying to take up and
+carry on the schools' work? It would seem not. Indeed, the
+occasional story-telling which the one library of a town or city
+can furnish is so slight a factor in the educational work of that
+town or city as to make the library's pride over its work seem
+very ludicrous.
+
+If, now, the library by chance has on its staff a few altruistic,
+emotional, dramatic and irrepressible child-lovers who do not
+find ordinary library work gives sufficient opportunities for
+altruistic indulgence, and if the library can spare them from
+other work, let it set them at teaching the teachers the art of
+story-telling.
+
+Contrast, as to cost and results, the usual story-telling to
+children with instruction in the same and allied arts to
+teachers. The assistant entertains once or twice each week a
+group of forty or fifty children. The children--accustomed to
+schoolroom routine, hypnotized somewhat by the mob-spirit, and a
+little by the place and occasion, ready to imitate on every
+opportunity --listen with fair attention. They are perhaps
+pleased with the subject matter of the tale, possibly by its
+wording, and very probably by the voice and presence of the
+narrator. They hear an old story, one of the many that help to
+form the social cement of the nation in which they live. This is
+of some slight value, though the story is only one of scores
+which they hear or read in their early years at school. The story
+has no special dramatic power in its sequence. As a story it is
+of value almost solely because it is old. It has no special value
+in its phrasing. It may have been put into artistic form by some
+man of letters; but the children get it, not in that form, but as
+retold by an inspired library assistant who has made no mark in
+the world of letters by her manner of expression. The story has
+no moral save as it is dragged in by main strength; usually, in
+fact, and especially in the case of myths, the moral tone needs
+apologies much more than it needs praise.
+
+To prepare for this half hour of the relatively trivial
+instruction of a few children in the higher life, the library
+must secure a room and pay for its care, a room which if it be
+obtained and used at all could be used for more profitable
+purposes; and the performer must study her art and must, if she
+is not a conceited duffer, prepare herself for her part for the
+day at a very considerable cost of time and energy.
+
+Now, if the teachers do not know the value of story-telling at
+proper times and to children of proper years; if they do not
+realize the strength of the influence for good that lies in the
+speaking voice--though that this influence is relatively
+over-rated in these days I am at a proper time prepared to
+show--if they do not know about the interest children take in
+legends, myths and fairy tales, and their value in strengthening
+the social bond, then let the library assistants who do know
+about such things hasten to tell them. I am assuming for purposes
+of argument that the teachers do not know, and that library
+assistants can tell them. I shall not attempt to say how the
+library people will approach the teacher with their information
+without offending them, except to remark that tactful lines of
+approach can be found; and to remark, further, that by setting up
+a story-hour in her library a librarian does not very tactfully
+convey to the teachers the intimation that they either do not
+know their work or willfully neglect it.
+
+With this same labor of preparation, in the room used to talk 30
+minutes to a handful of children, the librarian could far better
+address a group of teachers on the use of books in libraries and
+schoolrooms. Librarians have long contended that teachers are
+deficient in bookishness; and it is quite possible that they are.
+Their preparation in normal schools compels them to give more
+attention to method than to subject matter. They have lacked
+incentive and opportunity to become familiar with books, outside
+of the prescribed text-books and supplementary readers. They do
+not know the literature of and for childhood, and not having
+learned to use books in general for delight and utility
+themselves they cannot impart the art to their pupils. As I have
+said, librarians contend that this is true, yet many of them with
+opportunities to instruct teachers in these matters lying unused
+before them, neglect them and coolly step in to usurp one of the
+school's functions and rebuke the teacher's shortcomings.
+
+This is not all. A library gives of its time, money and energy to
+instruct 40 children--and there it ends. If, on the other hand,
+it instructs 40 teachers, those 40 carry the instruction to 40
+class rooms and impart knowledge of the library, of the use of
+books, of the literature for children and--if need be--of the art
+of story-telling, to 1,600 or 2,000 children. There seems no
+question here as to which of these two forms of educational
+activity is for librarians better worth while.
+
+
+ STORY TELLING--A PUBLIC LIBRARY METHOD
+
+
+The National Child Conference for Research and Welfare was
+organized at a meeting held at Clark University, Worcester,
+Mass., in July, 1909. Several papers on library topics were
+presented at this meeting, one of the most interesting of which
+was given by Miss Olcott. In this paper she presents the story
+hour as a method of introducing "large groups of children
+simultaneously to great literature," and asserts that "the
+library story hour becomes, if properly utilized, an educational
+force as well as a literary guide."
+
+Frances Jenkins Olcott was born in Paris, France; was educated
+under private tutors, and was graduated from the New York State
+Library School in 1896. From 1898 to 1911 she was Chief of the
+Children's Department of the Carnegie Library of Pittsburgh. In
+1900 she organized and became the Director of the Training School
+for Children's Librarians. Since 1911 Miss Olcott has contributed
+to library work with children by writing and editing books for
+parents and for children.
+
+
+The library is a latter day popular educational development. It
+supplements the work of the church, the home, the school and the
+kindergarten. Its function is to place within the reach of all
+the best thought of the world as conserved in the printed page.
+This being its natural function, all methods selected by the
+library should tend directly to arouse interest in the best
+reading. Methods which do not do this are, for the library,
+ineffective and a waste of valuable energy and public funds.
+
+The library movement has grown with such startling rapidity that
+it has not been possible to codify the best methods of library
+work, but there has been an earnest endeavor to establish a body
+of library pedagogy by careful experimentation. Unfortunately
+during this experimental stage methods have been introduced which
+do not produce direct library results. Many of these methods,
+which in this paper it is not expedient to enumerate, are
+interesting and appeal to the imagination; they may impart
+knowledge, but they are not, strictly speaking, library methods.
+
+As childhood and youth are the times in which to lay the
+foundation for the habit of reading and of discrimination in
+reading, it falls to the library worker with children to build up
+a system of sound library pedagogy leading to the increased
+intelligent use of the library. The library worker has to deal
+with large crowds of children of all ages, all classes and
+nationalities. In a busy children's room she is rarely able to
+provide enough assistants to do the necessary routine work and
+help each individual child select his reading, therefore it
+becomes necessary for her to direct the children's reading
+through large groups and to adapt for this purpose methods used
+by other educational institutions. But these methods have to be
+adapted in a practical, forceful way, otherwise they become
+sentimental and ineffectual. For instance, a method useful in the
+kindergarten for teaching ethics, in the public schools for
+teaching geography, science or history, if rightly applied by the
+public library, may be useful in arousing interest in good books
+and reading. Such is the story telling method, one of the most
+effective, if rightly applied, which the public library uses to
+introduce large groups of children simultaneously to great
+literature. On the other hand, if the library worker uses story
+telling merely as a means of inculcating knowledge or teaching
+ethics, the story fails to produce public library results and the
+method becomes the weakest of methods, as it absorbs time,
+physical energy, and library funds which should be expended to
+increase good reading.
+
+The Carnegie Library of Pittsburgh began systematic story telling
+to large groups of children in 1899. After a few months a decided
+change was noted in the children's reading. The stories were
+selected from Shakespeare's plays and there came an increasing
+demand for books containing the plays, or stories from them. It
+became evident that if a story was carefully prepared with the
+intention of arousing interest in reading, it could prove a
+positive factor in directing the reading of large groups of
+children. The method was adopted throughout the library system
+and extended to the various children's reading rooms, home
+libraries, playgrounds and city schools. In order to make the
+story telling effective and systematic, a subject was chosen for
+each year, stories being told every Friday afternoon in the
+lecture rooms of the Central and Branch libraries and at varying
+intervals in the other agencies. Large numbers of duplicates of
+children's books containing the stories were purchased and placed
+on story hour shelves in the children's rooms. Announcements of
+the story hours were made in the public schools and notices
+posted on the bulletins in the children's reading rooms. The
+children responded so eagerly that it became almost impossible to
+handle the large crowds attending weekly and it was quite
+impossible to supply the demand for the books which, previous to
+the story hour, had not been popular.
+
+The story hour courses are planned to extend over eight years and
+are selected from romantic and imaginative literature. For the
+first two years nursery tales, legends, fables and standard
+stories are told. For the following years--Stories from Greek
+Mythology; Stories from Norse Mythology and the Nibelungenlied;
+Stories of King Arthur and the Round Table, and legends of
+Charlemagne; Stories of the Iliad and the Odyssey; Stories from
+Chaucer and Spenser; Stories from Shakespeare. At the end of the
+eight years the cycle is repeated.
+
+The story hours are conducted most informally. The stories are
+told, not in the children's rooms, as this would interfere with
+the order and discipline of the rooms, but in the study and
+lecture rooms of the library buildings. As far as possible a
+group is limited to thirty-six children. When stories are told to
+children over ten or twelve years of age, the boys and girls are
+placed in separate groups. This enables the story teller to
+develop her story to suit the varied tastes of her audience.
+
+The children sit on benches constructed especially for the story
+hour. The benches are made according to the following
+measurements: 14 in. from floor to top of seat; seat 12 in. wide;
+3 benches 9 ft. long, one bench 7 ft. long. Benches made without
+backs. Four benches are placed in the form of a hollow square,
+the story teller sitting with the children. In this way the
+children are not crowded and the story teller can see all their
+faces. It is more hygienic and satisfactory than allowing the
+children to crowd closely about the story teller. The story hour
+benches are so satisfactory that we are introducing them as fast
+as possible into all of our library buildings.
+
+Each story is carefully prepared beforehand by the story teller.
+In the Training School for Children's Librarians conducted by
+this Library, all the students are obliged to take the regular
+course in story telling which includes lectures and weekly
+practice. Informality in story telling is encouraged. Dramatic or
+elocutionary expression is avoided, the self-conscious, the
+elaborate and the artificial are eliminated; we try to follow as
+closely as possible the spontaneous folk spirit. The children sit
+breathless, lost in visions created by a sympathetic and un-
+self-conscious story teller.
+
+In closing I should like to dwell for a moment on what have been
+called the "by-products" of the Library story hour. Besides
+guiding his reading, a carefully prepared, well told story
+enriches a child's imagination, stocks his mind with poetic
+imagery and literary allusions, develops his powers of
+concentration, helps in the unfolding of his ideas of right and
+wrong, and develops his sympathetic feelings; all of which
+"by-products" have a powerful influence on character. Thus the
+library story hour becomes, if properly utilized, an educational
+force as well as a literary guide.
+
+
+ STORY TELLING AS A LIBRARY TOOL
+
+
+The possibility of library story telling in schools as a means of
+interesting a larger number of children than is possible at a
+story hour held in a library is suggested by Miss Alice A.
+Blanchard in the following paper, also given at the Conference at
+Clark University in 1909. Alice Arabella Blanchard was born in
+Montpelier, Vermont; was graduated from Smith College in 1903;
+from the New York State Library School in 1905, and was a special
+student in the Training School for Children's Librarians in
+1905-1906. From 1906 to 1908 she was the head of the children's
+department of the Seattle Public Library; in 1909 the head of the
+school department of the Free Public Library, of Newark, N. J.;
+from 1910 to 1912 the head of the Schools division of the Seattle
+Public Library; from 1913 to 1915 the First Assistant in the
+Children's Department and the Training School for Children's
+Librarians in the Carnegie Library of Pittsburgh, and since that
+time has been supervisor of work with schools and children in the
+Free Public Library of Newark, N. J.
+
+
+The subject which the printed programme for this morning's
+session assigns to me is How to guide children's reading by story
+telling. I must begin my talk by an apology; for I shall speak
+upon only a limited phase of that subject. The subject of guiding
+children's reading by story telling is a pretty broad one. Tell a
+good story to a child and he wants to read the book from which it
+comes. This simple statement means that wherever the child is, at
+home, at school, in the playground, in the library, in Sunday
+School, in the settlement, we can exercise a very direct
+influence upon his reading taste by the stories we tell him.
+Story telling is a most excellent method of advertising the good
+books of the world. I shall consider it as a means of advertising
+books from the librarian's point of view, and treat it simply as
+a library method, calling it, if you will let me, a library tool.
+
+Story telling is becoming widely popular in schools, in libraries
+and as a profession by itself. We know that it is an effective
+method of reaching and influencing children, and that as a method
+it has advantages over the printed word. Libraries are
+considering it a part of their work and are using it on a more or
+less elaborate scale.
+
+It may be too soon, for we have not been using it very long, to
+know just what place story telling should take in the work of the
+library; but some of us feel that we are not considering the
+subject with sufficient care, that we are letting our enthusiasm
+run away with our common sense in the matter, a little too much
+in the manner of our friend who has the automobile fever and
+forgets that life can hold anything else.
+
+It is evident that since no public library ever has enough time
+and money at its disposal for the work it has to do, it cannot
+afford to undertake story telling or any other activity which
+does not further this work. We say that the function of public
+library work with children is to give them an intelligent love
+for the best books, and in trying to do this we must reach the
+greatest number of children at the least expense. If story
+telling can be an effective tool, enabling us to reach with
+books more children at less expense than any other method at our
+command, then it has a legitimate place in library work. If it
+cannot do this we should let it alone.
+
+Most of us feel that school and libraries have experimented with
+story telling long enough now to prove that it has its place as a
+legitimate and valued tool of the library. At the same time we
+see these facts, however; many libraries do not understand what
+this place is; many libraries are using story telling as a tool
+for another's work at the expense of their own; and some
+libraries are using story telling when, because of their peculiar
+situation, another tool would better answer their purpose.
+
+If the library is to use story telling it must be to bring
+children and books together. This it can do successfully. Library
+reports show that it has interested thousands of children in the
+library, increased greatly the general circulation of books from
+the children's shelves, and created popularity for the books from
+which the stories were selected.
+
+Incidentally, the Story Hour makes a delightful form of
+entertainment, for the average child loves to hear stories told.
+It also establishes a very pleasant personal relation between the
+children who hear the story and the person who tells it. Herein
+lies a danger for the library of which we take too little
+account. Because she can by her stories so delightfully entertain
+her audience and thereby win their affection the story-teller is
+tempted to lose sight of the purpose of her stories, namely, to
+guide the children's reading. If she does forget this purpose,
+her stories, although they may bring the children week after week
+in throngs, will leave them where they were before, so far as
+their reading taste is concerned. The fact that the Story Hour
+makes a delightful form of entertainment, the fact that it
+establishes a pleasant personal relation between story teller and
+children, must not be the reason for its adoption by the library.
+The story teller must tell stories from books which are to be
+found upon the library shelves and she must tell the children
+that they are there. Unless the Story Hour advertises the best
+books, and results in an increased use of them, the library is
+wasting time and money in its story telling--to put the matter in
+its most favorable light.
+
+In the second place, many libraries are making the mistake of
+trying to do too many things with the story telling tool. They
+forget that the school tells stories, that it can give the child
+thereby plenty of facts in science, history, geography, and what
+not; that it teaches him by means of stories, morals and
+politeness. They forget that the city does not pay them for doing
+this school work or for doing the work of the playgrounds and
+parks in keeping children off the streets. Much can be done by
+the library in all these ways; but it happens that the work which
+belongs peculiarly to the library and which no other institution
+can at present do for it, is to give good books to all the
+children in the city--a task which of itself is enough for any
+library to hope to do. Therefore we should discard from our story
+telling all the lessons we are trying to teach, our Christmas
+tree, our May poles, our fancy costumes and whatever pretty games
+we play, and simply tell the children stories from books.
+Fortunately a good story from a book is enough to delight a child
+without any accompanying frills, so that the time we save by
+discarding them does not in the least detract from its
+efficiency.
+
+And we must tell the stories to children. It has been said of one
+library and, moreover, with some pride, that the story hour was
+so popular that many grown people came to it; indeed sometimes
+there was little room left for the children!
+
+Thirdly, the average library does not sufficiently consider
+whether in its particular case, story telling is the best tool at
+its command. What is a good tool in one case may not be in
+another and a given library may be sacrificing much better work
+when it takes time, as it must always do, from something else for
+the story hour.
+
+Often a small library has no story teller upon its staff, but it
+may be doing effective work with children through its work with
+teachers, its visits to schools and its children's room. It has a
+small staff and no room adapted for telling stories at the
+library. Obviously such a library has no need for the story
+telling tool, yet many libraries like this are struggling hard to
+use it. Once a week or oftener they are allowing all the usual
+routine of the library to be upset to accommodate the Story Hour,
+the story teller has spent many hours of preparation and is under
+a strain that is little short of misery, and the children,
+because of the general difficulty of the whole situation, are
+deriving no greater love for books nor respect for the library.
+Such a library would do better to give up story telling and put
+its energy into what it could do more effectively.
+
+But here let me say that often the small library thinks it has no
+use for story telling as a tool when as a matter of fact it has.
+
+Children's librarians in large or small libraries count school
+visiting as part of their work. The school visit offers the best
+of opportunities for the work of the Story Hour. A story told at
+the end of an informal little talk about the library will bring
+the children flocking to the library the minute school is over.
+The small library which has no Story Hour room but which has a
+story teller can take advantage of this opportunity and do much
+with it. The story teller can visit three schoolrooms on
+different days, tell stories to forty children each time, and
+because the story telling is distributed over the three days,
+manage with comparative ease the influx of 120 children who may
+come for books as a result. More than this, the story teller can
+have told three stories instead of one, so that only one-third of
+the children will clamor for the same book. This last point is
+important as all who have had story-hour experience know.
+
+And it is not always the small library which might better tell
+its stories in school. Consider the city library which has a
+story teller who tells stories at a Branch. She gets crowds of
+children, it is true, but many more do not come. She has too many
+for her story room. Even if she repeats her story until all the
+eager children get in eventually to hear it the results are of
+doubtful benefit. It has meant a fearfully strenuous day for the
+story teller and for the whole Branch; the chances are that the
+last children to hear the tale gained little from it because the
+story teller was too tired to tell it well; many of the children
+have spent most of the afternoon in the scuffle of trying to get
+in and having to wait when they might have been out of doors
+playing; and practically all the children were the same ones who
+always come. And, as in a small library, all the children want
+the same books, if the stories were good.
+
+School people, as a rule, are very cordial to the library story
+teller. Since they are, this method seems preferable to the Story
+Hour at the library. The story teller, besides being spared the
+difficulty of managing the story hour at the library, has a
+better opportunity to keep in touch with school work; can reach
+all the children instead of the same group week after week;
+interests teacher as well as the children in the books from which
+the stories are told; and saves the library considerable money in
+janitor work and heat and light bills. Probably the story teller
+has neither time nor strength to tell stories both in school and
+library. Would she not be wise in such a case to tell her stories
+in the schoolroom?
+
+There is another thing that should be said of story telling as a
+library tool. If we aim by stories to advertise the best books,
+how shall we tell the stories to make the books seem most
+attractive and to get the best results?
+
+We say that the impression the child gets from a story told is
+greater than that gained from a story read. Then we proceed to
+tell him in our own words stories which we adapt from the books
+we think he should know, trusting that he will want the books
+themselves as a result. Well and good for those books which
+depend for their value upon subject matter, regardless of style;
+for folk-lore, for many of the fairy tales and other stories, but
+not equally well and good for books that are valuable for their
+literary forces. If a story is dramatic enough for the telling
+and is written by a master, is it not a shame to give it to a
+child in an inferior form when he might have it as it was
+written? If a master did it, it is every bit as dramatic and as
+easy for the child to understand in the form in which the master
+wrote it as in the story teller's version, and many times more
+beautiful.
+
+Why do children's librarians spend so much time in the
+preparation of their own versions of the good stories of the
+world when they have so much material which they can use at first
+hand? The theory is, that a story has more life if told in the
+story teller's words, that it is likely to be stiff and formal if
+she must confine herself to the author's words. This need not be
+so. If the story teller enjoys the story, as a story teller
+always must, if she appreciates the charm of its expression as
+the author wrote it, and sees the value of this charm, the
+author's words will come easily from her lips with all the life
+of the original. She may have had to cut the original more or
+less, but that can usually be done without perceptibly marring
+the story. If the tale does not lend itself to this kind of
+treatment and she feels that she must adapt the whole thing for
+her audience, she can at least quote paragraphs. If the story
+teller gives the child her own version, the child wants the story
+because or in spite of what she put into it. He gets the book,
+fails to find the story teller part of it and, as that is all he
+is after puts the book down or finds the real thing and thinks
+the teller didn't know it very well, for "She left out some of
+the best parts."
+
+I am not saying that the story teller's version is worthless. It
+is good as far as it goes. I am only saying that by it we often
+miss an opportunity to give the children something better. None
+of us can tell the Andersen or the Kipling stories as well as the
+men who wrote them. Why not give them to the children "straight
+out of the book," as the children say, and why not, for instance,
+when we are telling stories of the Trojan War, give them passages
+verbatim from Bryant's Iliad? This kind of story telling may take
+more time for preparation than the other for some people, it is
+true, but the resulting benefit is greater. The librarian who has
+once told an Andersen story in the words of a close translation
+will never want to do it in her own again.
+
+In spite of all we say about giving him the best books, are we
+not giving the child too little credit for literary appreciation?
+Are not some of our simplified versions of the good stories of
+the world a little too simple? We refuse to leave upon our
+shelves such foolish things as the Hiawatha primer, or the
+Stevenson reader (this gives upon one page a poem from the
+child's garden and on the opposite page a neat translation!), and
+yet do we not offend sometimes in the same way in our story
+telling? Let us not run the risk of spoiling the atmosphere and
+beauty of a good tale by over-adapting it. If it is beyond the
+child's comprehension in the beginning, let us leave it for him
+to find when he is older. If our library story telling has been
+what it should be, the road will be an easy one for him to
+follow.
+
+
+ REPORT OF THE COMMITTEE ON STORY-TELLING
+
+
+Story-telling in playgrounds, settlements and libraries as it is
+carried on in various communities, is described in the following
+comprehensive report which was made by the Committee on
+story-telling, Miss Annie Carroll Moore, Chairman, at the Fourth
+Annual Congress of the Playground Association of America. It was
+printed in the Playground, August, 1910, and an abridgement
+appeared in the Library Journal (September, 1910). A sketch of
+Miss Moore appears on page 113.
+
+
+"Is she a Fairy, or just a Lady?"
+
+A little Scotch girl asked the question after a story hour in a
+children's library. "She made me see fairies awful plain."
+
+"She made me see fairies, too," answered the children's librarian
+with whom the child had shared her doubt. "Let's go and find her
+and make sure."
+
+On the way they spoke of the story they had both liked best. It
+was about an old woman who lived long ago in Devonshire, who
+loved tulips and planted her garden full of them, and tended them
+with great care because they seemed to her so beautiful. After
+the old woman died some extremely practical persons came to live
+in her house and they considered it very foolish to grow tulips
+for their beauty when the garden might be turned to practical
+account. So they dug up the garden and analyzed the soil, and
+planted carrots and turnips and parsnips and just such vegetables
+as promised to yield speedy and profitable returns.
+
+By and by a wonderful thing happened. Tulips no longer grew in
+the garden; there was no room for them and nobody had time to
+look after such useless things. But on the spot where the old
+woman was buried the most beautiful tulips sprang up of
+themselves, and every night in the Springtime the faries may be
+seen bringing their babies to rock them to sleep in the tulip
+bells.
+
+The little Scotch girl wondered whether there was "a book in the
+library with the tulip story in." She wanted to read it to her
+grandmother, she said, because her grandmother was "always
+speaking about her garden in Scotland," and she wondered if the
+tulips in Scotland had fairies asleep in them.
+
+The storyteller, who was Miss Marie L. Shedlock, looked
+wonderfully happy when asked whether she was a "Fairy" or "just a
+Lady." She said she supposed she was really "just a Lady," but
+she had become so intimate with fairies through listening to
+stories about them, and thinking about them, and telling fairy
+tales to children and grown people in England and America, that
+she felt almost like a fairy at times, and she had come to
+believe with Hans Christian Andersen, whose stories she loved
+best of all, that life itself is a beautiful fairy tale.
+
+Then she told the little girl that the tulip story was not in a
+book, and that she must tell it to her grandmother just as she
+remembered hearing it, and that having seen the fairies while she
+listened would help her to remember the story better. She could
+see pictures all the time she was telling stories, she said. The
+little girl had never thought of making pictures for herself
+before. She had only seen them in books and hanging on walls.
+
+This unconscious tribute to the art of the storyteller made a
+lasting impression on the children's librarian. If a child of
+less than eight years, and of no exceptional parts, could so
+clearly discriminate between the fairy tale she had heard at
+school and the tale that made her "see the fairies," there was
+little truth in the statement that children do not appreciate
+artistic storytelling. She went back to her children's room
+feeling that something worth while had happened. The children who
+had listened to the stories now crowded about the book shelves,
+eager for "any book about fairies," "a funny book," or "a book
+about animals."
+
+The little girl who had seen the fairies was not the only one who
+had fallen under the spell of the storyteller. "I always knew
+Pandora was a nice story, but she never seemed like a live girl
+before," said one of the older girls. "I liked the Brahmin, the
+Jackal and the Tiger best," exclaimed a boy. "Gee! but couldn't
+you just see that tiger pace when she was saying the words?" "I
+just love The Little Tin Soldier," said a small boy who hated to
+read, but was always begging the children's librarian to tell him
+stories about the pictures he found in books. "Didn't she make
+him march fine!"
+
+Before the end of the day the children's librarian had decided
+that even if there could be but one such story hour in the
+lifetime of an individual or an institution it would pay in
+immediate and far-off results. But why stop with one; why not
+have more story hours in children's libraries? Other children's
+librarians were asking themselves the same question, and then
+they asked their librarians, and those who recognized in the
+story hour a powerful ally in stimulating a love of good
+literature and a civilizing influence wherever the gang spirit
+prevailed, gave ready assent.
+
+Ten years have passed and the story hour is now an established
+feature in the work of children's libraries. Miss Shedlock came
+to America to tell stories to children and to their fathers and
+mothers. She returned year after year to remind the schools and
+colleges, the training schools and the kindergartens, as well as
+the public libraries, of the great possibilities in what she so
+aptly called "the oldest and the newest of the arts."
+
+In her lectures upon "The Art of Storytelling;" "The Fun and the
+Philosophy; The Poetry and the Pathos of Hans Christian
+Andersen," and in the stories she told to illustrate them, Miss
+Shedlock exemplified that teaching of Socrates, which represents
+him as saying: "All my good is magnetic, and I educate not by
+lessons but by going about my daily business." The story as a
+mere beast of burden for conveying information or so-called moral
+or ethical instruction was relieved of its load. The play spirit
+in literature which is the birthright of every child of every
+nation was set free. Her interpretation of the delicate satire
+and the wealth of imagery revealed in the tales of that great
+child in literature, Hans Christian Andersen, has been at once an
+inspiration and a restraining influence to many who are now
+telling stories to children, and to others who have aided in the
+establishing of storytelling. It is now three years since Miss
+Shedlock was recalled to England by the London County Council to
+bring back to the teachers of London the inspirational value of
+literature she had taken over to America.
+
+Interest in storytelling has become widespread, reaching a civic
+development beyond the dreams of its most ardent advocates when a
+professional storyteller and teacher of literature was engaged to
+tell stories to children in the field houses of the public
+recreation centers of Chicago. Mrs. Gudrun Thorne- Thomsen has
+been known for some years in this country as a storyteller of
+great power in the field of her inheritance, Scandinavian
+literature. It is very largely due to her work that the city of
+Chicago has been roused to claim the public library privileges so
+long denied to her children, and to make the claim from a point
+that plants the love of literature in the midst of the
+recreational life of a great city.
+
+No one who was present at those meetings of the New York
+Playground Congress, conducted by Miss Maud Summers, will ever
+forget her eloquent appeal for a full recognition of the value of
+storytelling as a definite activity of the playground. She saw
+its kinship to the folk dance and the folk song in the effort to
+preserve the traditions of his country to the foreign-born child.
+And she saw the relation of the story to the games, the
+athletics, and the dramatics. More clearly than anything else,
+perhaps, she saw the value of the story in its direct appeal to
+the spiritual nature of the child. Miss Summers' interest and
+enthusiasm made the work of the present committee possible. As
+one of her associates, its chairman pays grateful tribute to her
+memory and links her name with a work to which she gave herself
+so freely in life, that her death seems but the opening of
+another door through which we look with full hope and confidence
+upon childhood as "a real and indestructible part of human life."
+
+There is a line of Juvenal that bids the old remember the respect
+due to the young. It is in that attitude, and with some
+appreciation of what it means to be a growing boy or girl of the
+present time, that the subject of this report has been approached
+and is now presented for the consideration of the Playground
+Association of America. We know only too well that we cannot give
+to childhood in great cities the simple and lovely ways we
+associate with childhood. We CAN give to it a wonderful
+fortification against the materialism and the sensationalism of
+daily life on the streets, against the deadly monotony of the
+struggle for existence, by a revival of the folk spirit in story,
+as well as in song and in dance, that will not spend its strength
+in mere pageantry, but will sink deep into our national
+consciousness.
+
+It should be clearly stated that the field of storytelling,
+investigated, relates to children above the kindergarten age and
+to boys and girls in their teens. The investigation lays no claim
+to completeness and has not included storytelling in public nor
+in private schools.
+
+An outline covering the main points of this report was sent to
+representative workers in thirteen different cities, to several
+persons professionally engaged in storytelling, and to other
+persons whose critical judgment was valued in such connection.
+The outline called--First, for a statement of the extent to which
+storytelling is being carried on in playgrounds, public
+libraries, settlements, and such other institutions, exclusive of
+schools, as might come to the notice of the members of the
+committee. Second, for information concerning the persons who are
+telling stories, whether their entire time is given to
+storytelling and preparation for it; whether it forms a part of
+the regular duties of a director or an assistant; and, finally,
+whether volunteer workers are engaged in storytelling.
+
+Replies to these inquiries with a brief statement of results have
+been grouped by cities,[3] as follows:
+
+
+[3] Owing to space limitations, in general the formal reports
+from cities represented in the discussion are omitted in the body
+of the report.
+
+BOSTON
+
+
+Storytelling in the playgrounds is under the direction of a
+special teacher appointed in 1909. The teacher of storytelling
+works in co-operation with the teachers of dramatics and of folk
+dancing. The visits of the special teacher added interest and
+novelty, but it is felt that every playground teacher should be
+able to tell stories effectively. Storytelling, therefore, is
+considered a part of the daily work of the playground assistant.
+
+In the Boston Public Library, storytelling is not organized as a
+definite feature of work with children, but has been employed
+occasionally in some branch libraries, regularly in others, by
+varying methods. It is regarded as markedly successful in
+districts where library assistants are closely identified with
+the work of the neighborhood. Co-operation with settlements in
+which storytelling has been carried on for some years has been
+very successful. Rooms have been furnished by the library; the
+settlements, and sometimes the normal schools, have provided
+storytellers. The work of a settlement leader with a large group
+of boys was especially interesting one winter, as he told
+continued stories from such books as "Treasure Island" and "The
+Last of the Mohicans."
+
+In the sixty home libraries conducted by The Children's Aid
+Society, storytelling and games are carried on by regular and
+volunteer visitors on the days when books are exchanged. (For
+full information concerning home libraries refer to Mr. Charles
+W. Birtwell of The Children's Aid Society, Boston, with whom this
+work originated.)
+
+Settlements and libraries report great improvement in the quality
+of reading done by the children as well as keen appreciation and
+enjoyment of the stories to which they have listened. They
+remember and refer to stories told them several years ago.
+
+
+BROOKLYN
+
+
+In the children's room of the Pratt Institute Free Library,
+storytelling and reading aloud have had a natural place since the
+opening of the new library building in 1896. Years before this
+library was built the lot on which it stands was appropriated as
+a playground by the children of the neighborhood--a neighborhood
+that has been gradually transformed by the life of the
+institution which is the center of interest. The recognition of
+the necessity for play and the value of providing a place for
+it-- children now play freely in the park on the library
+grounds-- exercised a marked influence on the conception of work
+to be done by this children's library and upon its subsequent
+development.
+
+The children's librarian was never allowed to forget that the
+trustees had been boys in that very neighborhood and remembered
+how boys felt. It was evident from the outset, that the
+children's room was to be made of living interest to boys and
+girls who were very much alive to other things than books.
+Probably more suggestions were gained from looking out of
+windows, and from walks in the neighborhood and beyond it, than
+from any other sources.
+
+Fourteen years ago there were no other public libraries with
+rooms for children, in Brooklyn; and boys frequently walked from
+two to five miles to visit this one. During the past six years a
+weekly story hour with a well-defined program based upon the
+varied interests of boys and girls of different ages has been
+conducted from October to May of each year.
+
+The children's librarian plans for the story hour, and does much
+of the storytelling herself; but from time to time some one from
+the outside world is invited to come and tell stories in order to
+give the children a change, and to give breadth and balance to
+the library's outlook upon the story interests of boys and girls.
+Listening as one of the group has greatly strengthened the
+feeling of comradeship between children's librarian and children,
+and the stories have been enjoyed more keenly than as if one
+person had told them all.
+
+The evening on which Mr. Dan Beard told "Bear Stories" is still
+remembered, and another evening is associated with the old hero
+tales of Japan told by a Japanese, who was claimed by the boys as
+one of themselves, and known thereafter as "The Japanese Boy."
+Pure enjoyment of such a story hour by children whose homes
+offered nothing in place of it already gives assurance of results
+rich in memories and associations, since men and women who were
+coming fourteen years ago as children are now bringing THEIR
+children to look at picture books.
+
+
+CHICAGO
+
+
+The institutions in connection with which storytelling is carried
+on are: The Chicago Public Library, the municipal parks and
+playgrounds, social settlements, vacation schools, institutional
+churches, hospitals, and the United Charities. The private
+organizations supporting the storytelling movement financially,
+by the employment of special storytellers, are: The Library
+Extension Story Hour Committee, the Permanent School Extension
+Committee, the Library Committee, the Daughters of the American
+Revolution, and various women's clubs of Chicago.
+
+A league has been formed of those who are telling stories under
+the auspices of the public library. The league holds meetings
+once a month for the purpose of upholding the standard of story
+work and to strengthen the co-operation with the library. Stories
+from Scandinavian literature, and stories of patriotism related
+to the different nationalities represented in the story hour
+groups, have been notably successful in Chicago.
+
+The following statements are made by (1) Mr. E. B. De Groot,
+director of the playgrounds and field houses. "I think that the
+story hour is the only passive occupation that should be given an
+equal place with the active occupations. I see in the story hour,
+not only splendid possibilities but a logical factor in the
+comprehensive playground scheme. The place of the story hour, I
+believe, is definite and comparable with any first choice
+activity. It is unfortunate that we are unable to secure as
+playground teachers, at the present time, good story hour men and
+women."
+
+(2) Mr. Henry E. Legler, Librarian of the Chicago Public Library:
+"We are now engaged in developing the branch library system of
+the city, and no doubt storytelling will be made incidentally a
+feature of the work planned for the children's rooms. This work
+must be done by the children's librarians, the storytelling
+growing out of library work and merging into it in order that its
+most effective side be legitimately developed." (Mr. Legler
+states his views with regard to storytelling and other features
+of work for children in an article entitled "The Chicago Public
+Library and Co-operation with the Schools." Educational
+Bi-Monthly, April, 1910).
+
+(3) Mrs. Gudrun Thorne-Thomsen: "As to the future of the movement
+I believe the purposes are best served by the storyteller being
+an integral member of the organization she serves. I believe that
+if the organizations which express themselves so sympathetic
+toward the work would co-operate and give definite instruction in
+storytelling to their workers, and also give them a fair amount
+of supervision and direction, the whole movement might be placed
+on a dignified and wholesome basis."
+
+
+CLEVELAND
+
+
+Storytelling has been carried on in the playgrounds and summer
+schools for several years. Since 1907 the work of playground
+leaders has been supplemented by storytelling done by public
+library assistants who visit the playgrounds by invitation, and
+who are scheduled for this work as a part of their regular
+library duties.
+
+In the Cleveland Public Library storytelling and reading clubs
+have been widely developed under the guidance of the director of
+work with children. In each of the branch libraries two story
+hours a week are usually held. Storytelling is regarded as a part
+of the equipment of the children's librarian, and time is allowed
+from the weekly schedule for the preparation of stories.
+
+Definite neighborhood co-operation is the aim of each branch
+library. Storytelling visits are therefore made to the public
+schools, social settlements, day nurseries, mission schools, and
+other institutions of a neighborhood. Requests for such visits
+are more numerous than can be supplied.
+
+Storytelling in the settlements is done by club leaders and
+volunteer workers mainly in connection with club work. Stories
+were told last season in the children's gardens connected with
+the social settlement by an assistant from The Home Gardening
+Association.
+
+Positive results of the effect of storytelling in the Cleveland
+Public Library are shown in the favorable direction of the
+reading of large numbers of children by a strong appeal to their
+spontaneous interests, and by the many requests for library
+storytellers. The total number of children who listened to
+stories told by library assistants in 1909 was 80,996. The
+Cleveland Public Library publishes an illustrated "Handbook"
+containing a full account of its storytelling and club work.
+
+
+JAMAICA, LONG ISLAND
+
+
+One playground has been opened in the Borough of Queens.
+Storytelling was introduced into the branches of the public
+library in 1908 and was at first carried on entirely by the
+supervisor of work with children as a means of putting herself in
+touch with the children and library assistants. An experience of
+some years at the head of the children's department in the public
+library of Portland, Oregon, had given her a full sense of the
+social opportunities presented in telling stories.
+
+The branch libraries of Queens Borough are situated chiefly in
+separate towns and at seaside resorts. The children in some of
+these communities are inclined to be lethargic and lacking in
+initiative; or, the commercial instinct is abnormally developed
+in them. Habits of visiting a library for pleasure had not been
+established except in the case of older girls and boys who
+regarded it as a meeting place.
+
+Girls whose reading was as flippant and as vulgar as their
+conduct on the streets have become interested members of "A
+Girl's Romance Club." Stories appealing to their love of romance
+have been told and books have been familiarly discussed with
+them. Library assistants as well as the supervisor of children's
+work now hold weekly story hours. There has been a great
+improvement in the quality and extent of the reading done by the
+children. Storytelling visits have been made to public schools
+and to the Jewish Home for Crippled Children. A library
+storyteller is sent to the playground opened in Flushing in 1910.
+
+
+NEW YORK CITY
+
+
+Storytelling in the playgrounds of New York City is considered an
+important feature of the work of playground assistants wherever
+the conditions are favorable to carrying it on.
+
+In the Parks and Playgrounds Association the leader of the Guild
+of Play tells stories herself and is supplemented by regular
+assistants and volunteer workers with whom she holds conferences
+on storytelling. The work of the Guild of Play is extended to
+hospitals for Crippled Children, to homes for Destitute Children
+and to settlements. (See Handbook and Report of Parks and
+Playgrounds Association.)
+
+In the playgrounds and vacation schools maintained by the Board
+of Education, storytelling is carried on by the supervisors and
+assistants. The Nurses' Settlement, Greenwich House, Union
+Settlement, Hartley House, and Corning-Clark House, report weekly
+story hours, frequently held on Sunday afternoons. Storytelling
+is carried on in other settlements and by several church houses,
+St. Bartholomew's Parish House reporting a well attended story
+hour following a mid-week church service.
+
+In the New York Public Library, storytelling, under the general
+direction of the supervisor of work with children, is in special
+charge of a library assistant who has been a student of dramatic
+art as well as of library science. Storytelling is not required
+of library assistants. Any assistant who wants to tell stories is
+given an opportunity to do so and to profit by criticism. Her
+trial experience is made with a group of children. If she proves
+her ability to hold their interest, she is then allowed to make
+up her own program for a series of story hours, basing it upon
+her spontaneous interests, her previous reading, and the special
+needs of the library where the story hour is to be held. The fact
+that storytelling has been regarded as a potent factor in the
+unification of work with children in the rural districts, as well
+as in the congested centers, where branch libraries are situated,
+has greatly influenced the present organization of the work.
+
+Racial interests have been considered, and on such festival days
+as are observed by the Hungarians, the Bohemians, and the Irish,
+special story hours have been held. In each case a volunteer
+storyteller of the nationality concerned lent interest to the
+occasion.
+
+Weekly story hours are now held in most of the branch libraries.
+In some of them, two or more story hours are held. Story hours in
+roof reading-rooms are held irregularly during the summer.
+
+Marked results of storytelling after three years are shown by a
+very great improvement in the character of the recreational
+reading done by the children, and in their sense of pleasure in
+the children's room.
+
+The keen enjoyment of the library assistants who have been
+telling stories, and the interest of other workers in the
+library, indicates a valuable contribution to the work, by
+bringing its people together in their conception of what the
+library is trying to do for children.
+
+Repeated requests for library storytellers have been received
+from institutions for the Blind, the Deaf Mutes, the Insane, from
+Reformatory institutions, as well as from settlements, church
+houses, public and private schools, parents' meetings, and
+industrial schools.
+
+Three branches of The National Storytellers' League hold meetings
+in New York City. (A full account of the National Storytellers'
+League is given by its founder Richard T. Wyche, in the
+Pedagogical Seminary, volume 16.) Courses in storytelling are
+given at several schools and colleges, at The Summer School of
+Philanthropy, and at The National Training School for Young
+Women's Christian Associations.
+
+
+ PITTSBURGH
+
+
+Storytelling in the Pittsburgh playgrounds has a unique
+organization in that it is entirely under the direction of the
+Carnegie Library of Pittsburgh. All storytelling in the
+playgrounds is done by Children's librarians or by students of
+The Training School for Children's Librarians on the days books
+are exchanged.
+
+The organized story hour, developed as a direct method of guiding
+the reading of children, originated with this library and has
+been carried on in connection with home library groups as well
+as in the branch libraries, the public schools, the playgrounds,
+and the social settlements of Pittsburgh, for a period of eleven
+years.
+
+The Carnegie Library of Pittsburgh issues printed lists of the
+stories used and a pamphlet entitled "Storytelling--a Public
+Library Method" by Miss Frances Jenkins Olcott, Chief of the
+Children's Department and Director of the Training School for
+Children's Librarians.
+
+
+ST. LOUIS
+
+
+In the playgrounds one regularly employed storyteller, who also
+assists in directing the games, tells stories throughout the
+season. Storytelling is also carried on by playground assistants
+and by volunteer storytellers. The interest shown by parents who
+frequently join the story hour groups in the parks, is considered
+a significant gain in sustaining neighborhood interest in the
+playground.
+
+In one settlement house, the head worker meets the storytellers
+at the beginning of the season and plans and directs the work for
+the entire year.
+
+Storytelling in the St. Louis Public Library has been carried on
+for several years by children's librarians of branch libraries
+who have visited playgrounds, settlements, and public schools, as
+visiting storytellers, and have told stories at mothers' clubs
+and teachers' meetings. Since February, 1910, it has been under
+the direction of the supervisor of work with children, who was
+formerly one of the visiting storytellers and assistants to the
+supervisor of work with children in the New York Public Library.
+Storytelling is regarded by her as a valuable aid in the
+unification of the work with children in a system of libraries.
+
+
+STORYTELLING IN OTHER COMMUNITIES
+
+
+The reports received represent only a small part of the
+storytelling that is being done in different parts of the
+country.
+
+In New Jersey, the organizer of the State Library Commission has
+found her ability to tell stories and to choose books containing
+a direct appeal to the people who are to read them, or to listen
+to the reading of them, an open sesame in the pine woods
+districts, the farming communities, and the fishing villages,
+where grown people listen as eagerly as children. In a paper
+entitled, "The Place, the Man, and the Book," Miss Sarah B. Askew
+gives a vivid picture of the establishment of a library in a
+fishing village. (Proceedings of the American Library
+Association. 1908.)[4]
+
+
+[4] Reprinted as a pamphlet by The H. W. Wilson Company.
+
+
+Recognizing a similar need for the interpretation of books to the
+communities where libraries had already been established, the
+Iowa Library Commission appointed in 1909 an advisory children's
+librarian, who is also a professional storyteller and lecturer
+upon children's literature.
+
+In the Public Lecture courses of New York City, it has been found
+that storytelling programs composed of folk tales draw large
+audiences of grown people who enjoy the stories quite as much as
+do the children.
+
+In various institutions for adults as well as for children, where
+the library has been a mere collection of books that counted for
+little or nothing in the daily life of the institution,
+storytelling is making the books of living interest, and is
+giving to children, and to grown men and women, new sources of
+pleasure by taking them out of themselves and beyond the
+limitations of a prescribed and monotonous existence. Just as the
+games and folk dances are making their contribution to
+institutional life, so storytelling is bringing the play spirit
+in literature to those whose imaginations have been starved by
+long years of neglect, and is showing that what is needed is not
+an occasional entertainment, but the joy of possessing literature
+itself.
+
+Professional storytellers who have recently visited towns and
+cities of the Pacific Coast, the Middle-Western, the Southern,
+and the Eastern States, not covered by this report, bear
+testimony to an interest in storytelling that seems to be as
+genuine as it is widespread. It is apparent that more thought is
+being given to the subject than ever before. Wherever
+storytelling has been introduced by a "born storyteller" who has
+succeeded in kindling sparks of local talent capable of
+sustaining interest and accomplishing results, storytelling is
+bound to be a success. All reports testify to the need of a well
+defined plan for storytelling related to the purpose and the aims
+of the institution which undertakes it, and to the varying
+capacities and temperaments of the persons who are to carry it
+on.
+
+
+THE SPECIAL STORYTELLER AND THE REGULAR ASSISTANT
+
+
+The professional storyteller has played a large part in the
+successful establishment of storytelling, and is destined to play
+a still larger part in the future development of the work in
+playgrounds and other institutions, by raising the standards of
+the playground library, or settlement worker, who is expected to
+tell stories. This she will do not by elaborating methods and
+artifices to be imitated, but by frank criticism of native
+ability, by inspiring courses in story literature, and by proper
+training of the much neglected speaking voice.
+
+The sooner we cease to believe that "anybody can tell a story"
+the better for storytelling in every institution undertaking it.
+A candidate for a given position may be required to have
+storytelling ability, but no assistant should be required to tell
+stories as a part of her duties unless she can interest a group
+of children who have voluntarily come to listen to her stories.
+Repeating simplified versions of stories is not storytelling.
+Exercises in memorizing may be as helpful to the storyteller as
+the practice of scales to the piano player, but neither is to be
+regarded as a source of pleasure to the listener. Listening as
+one of a group is a valuable experience in the training of an
+assistant who is telling stories in the playground, the library,
+or the settlement. Herein lies the advantage of a visiting
+storyteller who does not take the place of the playground or
+library assistant, but who enlivens the program for the children
+and makes it possible for the regular assistant to listen
+occasionally and to profit by the experience. (The professional
+listener is delightfully characterized in "Miss Muffet's
+Christmas Party," by Dr. Samuel McChord Crothers.)
+
+
+LIST OF FIFTY STORIES AND A LIST OF BOOKS FOR READING ON THE
+PLAYGROUND
+
+
+The outline sent to the members of the Committee on Storytelling
+called for the mention of specific stories and for personal
+experience in group formation, taking into account age and sex,
+time and place, and for a statement of results, in so far as such
+results could be stated. From five hundred different stories
+mentioned a composite list of "Fifty Stories for the Playground"
+has been made. This list is chiefly composed of fairy and folk
+tales, Indian legends, and animal stories, as making the
+strongest appeal to playground groups and to library groups
+unaccustomed to listening to stories.
+
+It also represents the story literature most easily commanded by
+the storyteller who has not read widely. Stories from the Norse
+and Greek Mythology, from the Niebelungen Lied, the Arthurian
+legends, and from Robin Hood; stories of Roland and of
+Charlemagne; stories from the Faerie Queene, and from the
+Canterbury Tales; historical and biographical stories are
+generously represented in the five hundred titles, but such
+stories should not be attempted without sufficient reading and
+feeling for the subject to enable the storyteller to bring it
+vividly and naturally before such a group as she is likely to
+meet in her daily experience.
+
+Satisfactory festival stories are reported as exceedingly
+difficult to find. Several stories growing out of personal
+experiences, such as a "Christmas in Germany," a "May Day in
+England," "Fourth of July in the Garden of Warwick Castle," (The
+Warwick Pageant of 1900) are mentioned. Atmosphere and festival
+spirit are often lacking in stories listed under Festivals and
+Holidays.
+
+Poetry and verses are repeated or read at many of the library
+story hours. Lear's nonsense rhymes and certain rhythmical story
+poems are especially enjoyed by the children. Outlines of stories
+or selections from books designed to lead to the reading of an
+entire book are mentioned in connection with Dickens, Kipling,
+Stevenson, Scott, Victor Hugo, and other authors.
+
+In addition to the list of "Fifty Stories for the Playground" a
+list of "Books to Read on the Playground" has been prepared.
+Nearly all of the public libraries mentioned in the report send
+books to playgrounds when the playgrounds desire it. The use of
+books in the roof reading-rooms of libraries is very similar to
+their use in the playgrounds. Here and in children's
+reading-rooms boys and girls are free to choose the books they
+really want to read. In his book entitled "The American Public
+Library," Dr. Arthur E. Bostwick makes this statement: "There are
+no intellectual joys equal to those of discovery. The boy or girl
+who stumbles on one of the world's masterpieces without knowing
+what anyone else thinks or has thought about it, and reading it,
+admires and loves it, will have that book throughout life as a
+peculiar intellectual possession in a way that would have been
+impossible if someone had advised reading it and had described it
+as a masterpiece. The very fact that one is advised to read a
+book because one ought to do so is apt to arouse the same feeling
+of repulsion that caused the Athenian citizen to vote for the
+banishment of Aristides just because he had grown so weary of
+hearing him always called 'The Just.' "
+
+
+EXPERIENCES IN STORYTELLING
+
+
+Groups for storytelling are usually assembled in separate rooms
+in the libraries and are made up by an approximate but variable
+age limit, dividing the children under ten or eleven years old
+from the boys and girls above that age. In the settlements the
+group is usually determined by the club organization. On the
+playgrounds, the experience of a storyteller in Providence is
+probably typical of many other workers and is quoted as
+suggestive for group formation in playgrounds.
+
+"During the summer of 1909 the stories I told on the Davis Park
+Playground were costly fairy tales and folk stories. 'Grimm's
+Fairy Tales' was the favorite of both boys and girls and through
+the summer I told every story in the book. The boys also liked
+'The Merrie Adventures of Robin Hood,' 'The Three Golden Apples,'
+'The Golden Touch,' 'The Golden Fleece,' and all the old Indian
+legends. While the girls, if offered a choice, always called for
+a fairy tale with a Prince Charming in it. Neither boys nor girls
+would listen to historical stories saying they were too much like
+school.
+
+"The first day to gain an audience I went up to a group of
+children who were playing together and asked them if they would
+like to hear a story. Four or five replied that they would, while
+some fifteen or twenty disappeared as though by magic, and I
+decided that they were not interested. I then took the children
+who wished to listen, over to a large tree in one corner of the
+grounds, and told them that for the rest of the summer that tree
+would be known as 'the storytelling tree.' They would, I told
+them, find me there every day promptly at half-past one, and that
+I would tell stories for a half hour to the whole playground.
+Then from half-past two until three I would tell stories to the
+older girls. The first day I had a very small audience, the next
+day it doubled, and then increased daily until I had from eighty
+to a hundred children in a group. As to forming a group, I think
+it is impossible in playground work, for a group worth having
+must form itself, the reputation of the storyteller being the
+foundation of its formation, and this reputation can only be
+gained through constant systematic labor, and a thorough
+knowledge of your daily audience. That is why I think a
+professional visiting storyteller would be a failure in
+playground work, as in visiting each playground once or twice a
+week it would be impossible for her to gain that intimate
+personal knowledge of her audience, which is so necessary to the
+playground storyteller, as she must appeal to a different class
+of children on each playground.
+
+"The experience of a professional storyteller with a group of
+boys, already assembled as a club, is also quoted for its
+valuable suggestion and independence of method in gaining the
+interest of boys who had been much experimented upon.
+
+"The most interesting experience I have had in a developed series
+of stories was with the Boys' Club of Greenwich, Connecticut,
+last year. The club is supported by the wealthy women of the
+place, and is an outgrowth of a rather serious and perplexing boy
+problem. A number of picture shows, pool rooms, cheap
+vaudevilles, etc., have crept into the town, and life on the
+street is most attractive.
+
+"The head worker of the club wrote that they had failed to hold
+the boys in everything but manual training and baseball; that the
+boys were insubordinate and unresponsive, and that their school
+reports were very poor. I found the conditions even worse than I
+had anticipated. It was necessary to train eighty boys to listen,
+as well as to interest them, and so, I told very short stories at
+first. I chose the ones that were full of dramatic action, that
+had little or no description, and a good deal of dialogue. The
+stories were strongly contrasted, and there was no attempt at
+literary or artistic finish. I used a great many gestures and
+moved about on the platform frequently; it is the quickest way of
+focusing laggard attention. To be absolutely honest, I had to
+come very close to the level of the moving picture show, and the
+ten-cent vaudeville, at first.
+
+"The fourth night I eliminated all but a few gestures, and told
+the stories sitting down. I also used less colloquial English;
+and from then on, until the end, when I told the stories from Van
+Dyke in his own words, there was a steady growth in literary
+style. I append the programs in the order they were given:
+
+
+STORY PROGRAM
+
+     1. Irish Folk-tales.      2. Stories from Scandinavian
+Myths.      3. The Rhinegold Stories.      4. German Folk-tales.
+    5. Arthurian Tales.      6. Stories of Charlemagne and
+Frederick Barbarossa.      7. Tales of American Indians.      8.
+Negro Tales.      9. Stories of the Carnegie Heroes.      10.
+Kipling--Captains Courageous, Jungle Stories.      11. Van
+Dyke--A Friend of Justice, The Keeper of the Light.      12.
+Irish Folk-tales (Requested).
+
+
+"The practical results were very satisfactory. The books in the
+club library were used more, the boys' composition and recitation
+work at school improved, and they acquired the habit of polite,
+attentive listening."
+
+
+SUGGESTIONS
+
+
+The importance of a definite time and place for the story hour,
+for a prompt beginning and for an ending before it becomes
+tedious, cannot be too strongly urged. The storyteller should
+"size up" the conditions and suit the story hour to them. If she
+is simple, natural and unaffected, and sufficiently resourceful
+to vary her program to suit the interests of the children, the
+story hour will be successful.
+
+Various practical forms of co-operation have been suggested,
+notably in the visits of library storytellers to playgrounds
+wherever the public library is actively interested in
+storytelling, and such visits are desired by the playground.
+
+The story hour season in most libraries ends in April, making it
+possible in some libraries to release assistants once or twice a
+week to visit playgrounds. The benefit derived from such visits
+is mutually endorsed by playground and library assistants.
+
+Conferences of groups of workers interested in storytelling,
+under the leadership of a professional storyteller, who also
+understands the practical conditions and limitations under which
+the playground and library assistants do their work have proved
+stimulating and suggestive in a number of places. Volunteer
+workers who have the ability to tell stories and who can so adapt
+themselves to their surroundings as to make their story hours
+effective, can do much for storytelling. This is especially true
+of men who have had actual experience of the life from which
+their stories are taken and can make these experiences of
+absorbing interest to their listeners.
+
+In conclusion, the committee recommends that wherever
+practicable, storytelling in playgrounds be placed under a
+leadership corresponding to that now given to games and to folk
+dancing. That a clear distinction be preserved between
+storytelling and dramatics, as differentiated, though closely
+related, activities of the playground and the settlement. That
+the story hour be valued as a rest period; for its natural
+training in the power of concentration, and in that deeper power
+of contemplation of ideal forms in literature and in life. That
+storytelling in settlements be more widely developed as a feature
+of social work worthy of a careful plan and of sustained effort.
+That storytelling in libraries be made more largely contributory
+to storytelling in other institutions by a thoughtful and
+discriminating study of story literature, and by effective means
+of placing such literature in the hands of those who desire to
+use it.
+
+The committee also suggests that the subject of storytelling is
+worthy of the consideration of the universities, the colleges,
+and the high schools, of the country, to the end that students
+may appreciate and value the opportunities for service in a field
+of such possibilities as are presented to those who possess, and
+who have the power to communicate, their own love of literature
+to the boys and girls of their time.
+
+
+ READING CLUBS FOR OLDER BOYS AND GIRLS
+
+
+Another method used successfully by a number of libraries to
+interest older boys and girls as they grow away from the story
+hour is that of the reading circle or reading club. Miss Caroline
+Hewins' contribution to the Child Conference at Clark University
+in 1909 was an account of this work in the Hartford Public
+Library, of "book-talks at entirely informal meetings." A sketch
+of Miss Hewins appears on page 23.
+
+
+The boys and girls who are growing up in libraries where
+story-telling is a part of the weekly routine, at thirteen or
+fourteen are beginning to feel a little too old to listen to
+fairy tales or King Arthur legends, and look towards the
+unexplored delights of the grown-up shelves. Many librarians are
+taking advantage of this desire for new and interesting books to
+form boys' and girls' clubs with definite objects. One whom I
+know after a training with large numbers of children in a city
+branch library, became librarian in a manufacturing town where
+there were no boys' clubs, and soon formed a Polar Club, for
+reading about Arctic exploration. She was fortunate in having an
+audience hall in the library building, and before the end of the
+winter the boys had engaged Fiala, the Antarctic explorer, to
+give a lecture, sold tickets and more than cleared expenses.
+This, be it remembered, is in a town with no regular theatre or
+amusement hall, and the librarian is young, enthusiastic, and of
+attractive personality. The branch libraries in Cleveland have
+been successful in their clubs, and in back numbers of the
+Library Journal and Public Libraries, you will find records of
+organizations of young folk who meet out of library hours, under
+parliamentary rules, for more or less definite courses of
+reading. For the reason that the experiments are in print and
+easily accessible, I shall merely give you a record of my own
+book-talks at entirely informal meetings.
+
+Long ago, before there were library schools, Harlan H. Ballard,
+now librarian of the Pittsfield Athenaeum, used St. Nicholas as
+the organ of the Agassiz Association, which had been in existence
+for several years with about a hundred members in Berkshire
+County. The Association grew and soon had chapters all over the
+world. In the number of St. Nicholas for December, 1881, I find
+the record of ours, and the name of the first secretary, then a
+boy of ten or twelve years, now a prominent citizen, a member of
+the Board of Park Commissioners and School Visitors. We used to
+go out of doors looking for birds and insects through the spring
+and fall, and meet in the library in winter for reading from
+authors like John Burroughs, Dr. C. C. Abbott and Frank Buckland,
+or the lives of Thomas Edward, Robert Dick, Agassiz and other
+naturalists, or sometimes a story from a grown-up magazine like
+one of Annie Trumbull Slosson's or an account of real pets like
+Frank Bolles's owls. The children in "A. A. Chapter B" all had
+good homes, good vocabularies and reading fathers and mothers,
+and listened with interest to books that are far in advance of
+the children of their age who began to come to the library after
+it was made public. The chapter lived long enough to admit the
+children of at least one of its original members, and only died
+because Saturday morning, the only morning in the week when
+children are free, had important business engagements for the
+librarian, who feels that "Nature-study," too, plays an important
+part in schools now-a-days, and that in the language of "My
+Double", "there has been so much said, and on the whole so well
+said," that there is less need than there used to be of such a
+club, although it is a great deprivation not to have the long
+country walks and the Saturday readings and talks with the
+children. A librarian or a settlement worker who sees only
+children from non-English speaking homes is in danger of
+forgetting that there are others who can use books in
+unsimplified form.
+
+This is the only club connected with the library which had a
+formal organization, but in giving a talk one day several years
+ago to the upper grades of a school, I asked how many boys and
+girls were going to stay in town through the summer, and invited
+all who were to come to the library one afternoon a week for a
+book-talk. The next year I sent the same invitation to several
+schools, and gave in both summers running comments and reading of
+attractive passages from books on Indians, animals, the North
+Pole, adventures, machines, books of poetry, stories about
+pictures and some out-of-the-way story books, with a tableful of
+others that there was not time to read from. The titles of the
+books are in Public Libraries, June, 1900, and are largely from
+the grown-up shelves. This was five or six years before our boys'
+and girls' room was opened and the children had free access to
+all their own books.
+
+The third year the programme was a little varied. Some of the
+subjects were "Books that tell how to do things," "A great author
+and his friends (Sir Walter Scott)," "Another great author and
+his short stories (Washington Irving)." I have always made a
+great deal of the friendship between these two authors, and as
+most of our children are Jewish, I have often told the story and
+shown the portrait of Rebecca Gratz, the Philadelphia Jewess, who
+was too true to her religion to marry a Christian, and whose
+story as told by Irving, whose promised wife had been her friend,
+gave Scott his noble ideal of the character of Rebecca.
+
+One year we had an afternoon about knights and tournaments, and
+by an easy transition, the subject for the next week was "What
+happened to a man who read too much about knights," giving an
+opportunity for an introduction to Don Quixote. After that two
+dream-stories opened the way to a fine illustrated edition of the
+Pilgrim's Progress, and stories from Dante.
+
+The next year, I tried stories of English history, in nine or ten
+different periods, reading from one book every week and
+suggesting others. After the opening of the boys' and girls'
+room, the book-talks for one or two summers for seventh and
+eighth grade pupils, were upon some of the pictures in the room:
+Windsor Castle, Kenilworth, Heidelberg Castle, the Alhambra, the
+Canterbury Pilgrims and some Shakespeare stories. Afterwards,
+"What you can get out of a Henty book" gave a chance for
+interesting picture bulletins, and the use of other books
+referring to the times of "Beric the Briton," "The Boy Knight,"
+"Knights of the White Cross," "Bonnie Prince Charlie,"
+
+"In the Reign of Terror." Last year and this I have been reading
+Scott and Dickens aloud.
+
+We have some of the Detroit colored photographs of places of
+historic interest, Windsor Castle for which I used Lydia Maria
+Child's story of "The Royal Rosebud," although most of the little
+princess's early life was passed in sanctuary at Westminster. On
+the afternoon when Kenilworth was the subject, I read all of
+Scott's novel that we had time for. Once on the Alhambra day, we
+have had Irving's story of the Arabian astrologer, and again a
+description of the palace and the Generalife who had just come
+from Spain. There was little in print about Heidelberg that I
+could use, and I had to write out the whole story of the Winter
+King and his Queen, James First's daughter Elizabeth, ancestress
+of the present king of England and mother of a large family.
+
+Two years ago, in the interim between one children's librarian
+who was married in June and her successor who could not come till
+September, I spent most of the summer in the boys' and girls'
+room, and learned two things. Some of the children thought that
+they had read all the books on the shelves, and were asking for
+grown-up cards. They were kept in the room by transferring some
+duplicate copies of novels best worth reading from the main
+library and putting red stars on the back and the book-card. Then
+I was able to talk with girls who had read all of Laura
+Richards's Hildegarde books, but had never thought of looking up
+one of the poems or stories that she loved, or one of the
+pictures in her room. I have sometimes read the description of
+the room to a class in a schoolroom, and put on the blackboard
+all the names of places, persons, books and poems in it. One
+year I invited girls to form a Hildegarde Club for reading these
+very things, and in writing to Mrs. Richards on another subject,
+mentioned it. She wrote me an answer that I have had framed for
+the girls to see. The Club lived for a few months and used to
+meet on Saturday afternoons for reading "The Days of Bruce," but
+at the Christmas holidays the girls went into the department
+stores for a few weeks and forgot to come back. However, I am
+very happy to tell the story of another Hildegarde Club that is
+still flourishing. The teacher of a ninth grade class loves
+books, and was quick to seize the hint of such a club, which she
+organized from the girls in her room, and asked permission to
+bring to my office for its weekly meetings. She is keeping them
+up to their work because she sees them every day, and they are
+interested and learning how much they can find in a book besides
+the story. Besides this, they are observant and appreciative of
+whatever they see on the walls of my room. The girls to whom I
+gave a general invitation by means of a newspaper article were
+not from the same school and did not all know each other. It is
+better in organizing a club to have some common ground of
+interest and begin with a small number. It cannot always be done
+in a city in or through the library, except indirectly, by means
+of a Settlement or other club. One that I know does very good
+work in its meetings with the Settlement headworker and has a
+small collection of books and pictures from the main library for
+six months, and a more elementary bookshelf for a younger club
+with whom one of the members is reading the same subject.
+
+A librarian or library assistant can do some of her best work in
+a Settlement club either in connection with the Settlement
+library or independently. Readings from Dickens can be
+illustrated by scenes acted in pantomime, with very simple
+properties. Indeed, we had not even a curtain when Miss La Creevy
+painted Kate's miniature, when the Savage and the Maiden danced
+their inimitable dance, when Mrs. Kenwigs and Morleena held a
+reception for Mrs. Crummles, the Phenomenon and the ladies of
+their company, when after they had recited from their star parts,
+Morleena had the soles of her shoes chalked and danced her fancy
+dance, and Henrietta Petowker took down her back hair and
+repeated "The Blooddrinker's Burial." The old man looked over the
+wall, too, and threw garden vegetables and languishing glances at
+Mrs. Nickleby who encouraged his advances. There was no time for
+the girls to learn the parts in the busy, crowded, late-open
+holiday evenings of department stores, but they all entered into
+the pantomime and interpreted the reading with spirit, as they
+did at another time in some of the Shakespeare scenes, Rosalind,
+Celia and Touchstone, Hamlet and Ophelia, Bottom and Titania,
+with attendant fairies, and Shylock and Portia. The Dickens
+scenes were repeated for a younger club, just trying its dramatic
+wings in charades, and when May-time came these younger girls of
+twelve to fifteen gave a very successful representation of an old
+English May-day with Robin Hood and his merry band, a Jester, a
+Dragon, a Hobby-horse and Jack in the Green, Maid Marian and the
+Lord and Lady of the May on the library green.
+
+The opportunity of a library in a small town, where there is more
+leisure than in a city, is in the formation of young people's
+clubs. One day, a year or two ago, I visited three libraries on
+the Sound shore in Connecticut. In one, the librarian had made
+her basement useful out of library hours by organizing a class of
+chair-caning for boys who were beginning to hang around the
+streets, and were in danger of being compelled to learn the art
+in the Reform School if they did not acquire it as a means of
+keeping their hands from mischief at home. In the next town, the
+librarian mounted and identified all the moths and butterflies
+that the children brought to her and gave them insect books. In
+the library beyond, the children were formed into a branch of the
+Flower Mission in the nearest city. The club need not always be
+for reading, but must depend on the resources or interests of the
+boys and girls. There is no need of debating clubs in our
+library, for the city is full of them, but they may be the very
+best thing that the librarian in the next town can form.
+
+A reading club must not necessarily be a club for the study or
+enjoyment of stories, history or poetry. Under the guidance of
+the kind of librarian who aims far above her audience, it may
+turn into something like Mr. Wopsle's quarterly examinations of
+his great aunt's school, "when what he did," says Pip, "was to
+turn up his cuffs, stick up his hair and give us Mark Antony's
+oration over the body of Caesar. This was always followed by
+Collins's Ode on the Passions, wherein I particularly venerated
+Mr. Wopsle as Revenge, throwing his bloodstained sword in thunder
+down, and taking the war-renouncing trumpet with a withering
+look." There may be a club for making things out of the Beard
+books, for the study of sleight-of- hand, for exchanging
+postcards with children in other countries and reading about the
+places on them. It may make historical pilgrimages to places of
+interest in the town or may collect stones and clay nodules, and
+read about them. The important thing is to find children of
+nearly the same age and neighborhood with interests in common,
+and let them decide whom they shall ask to join the club after it
+is formed. Better yet if they ask for the club in the first
+place. One not very long-lived Settlement club which I knew was
+of boys who wished to read and act Shakespeare, but a very few
+evenings convinced them that as they could not even read the
+lines without stumbling, they were not on the road to the actors'
+Temple of Fame. They were boys who had left school at fourteen in
+the lower grades, except one, who had taken his High School
+examinations and is now at the head of a department in a large
+department store and a prominent member of a political study
+club. The others, who had expected to play prominent
+Shakespearean parts with little or no work, were easily
+discouraged, dropped off and were seen no more. The reading of
+very simple plays at first is a good stepping-stone to a study of
+Shakespeare later, but the plays must be interesting enough to
+hold the attention of boys who do not read fluently.
+
+
+ LIBRARY CLUBS FOR BOYS AND GIRLS
+
+
+The usefulness of the reading club as an opportunity of
+broadening the interests of the child is emphasized in the
+following paper, printed in the Library Journal, May, 1911, which
+gives an account of the organization of clubs under the direction
+of a supervisor in the Cleveland Public Library. Marie Hammond
+Milliken was born in Pittsburgh, Pa., was graduated from
+Wellesley College in 1905 and from the Training School for
+Children's Librarians in 1907; was children's librarian in the
+Cleveland Public Library from 1907 to 1910; Supervisor of reading
+clubs from 1910 to 1912, and since that time has been a branch
+librarian.
+
+
+The 13-year-old president of one of the Cleveland library clubs
+said recently, in explaining the purpose of the club to a new
+member, "The idea of this club is to give you what you couldn't
+get anywhere else." This is a rather ambitious program. I should
+be slow to say that any club I have known has succeeded in doing
+that for its members. Considering the character of the
+communities in which the public library is generally placed,
+particularly the branches of a large library system, I am
+inclined to think, however, that clubs organized and conducted by
+the library offer to the children some things they are, at least,
+not likely to get anywhere else--and to the library another
+means of strengthening its effectiveness as an educational and
+social center in the community.
+
+In speaking of library clubs, I have in mind the organized,
+self-governing club, with a small and definite membership, as
+distinguished from the reading circle. Definite organization
+means a constitution, officers, elections, parliamentary
+procedure --all the form and ceremonial so attractive to children
+of the club age. From the first meeting, when the constitution of
+the club comes up for discussion, the organization begins to
+develop the child's sense of responsibility. A simple form of
+parliamentary procedure will not only prove conducive to orderly
+and business like meetings, but, especially with young or
+immature children, delight in its formalities will help to hold
+the club together while interest in other phases of the club work
+is being developed.
+
+The chief advantage of the self-government of the club is as a
+first lesson (frequently) in the principles of popular
+government. In the club the too-assertive child learns wholesome
+respect for the will of the majority, while his more retiring
+brother discovers that one man's vote is as good as another's.
+When one has seen a club of ambitious lads who, when they first
+organized, cared only for success, reject a boy who is a good
+debater and athlete on the ground that in another club he had
+shown that "he was a sorehead and couldn't seem to understand
+that the majority's got to rule," one is tempted to feel that
+organization can do so much for the children that an organized
+library club justifies itself on that score alone.
+
+Club work is a very effective means of extending the active
+educational work of the library. In the clubs conducted by the
+Cleveland Public Library, the plan has been to encourage the
+children themselves to make suggestions for the club work. Then a
+tentative program is made out, based on some general interest
+shown in the suggestions made by the club. As far as possible,
+the program is planned with the idea of stimulating broad, as
+well as careful and intelligent reading. The program is, of
+course, subject to changes which may suggest themselves to the
+club or to its leader. Travel in foreign lands, the study of the
+lives of great women, nature study, the reading and discussion of
+Shakespeare's plays, in the girls' clubs, and, in the clubs for
+boys, debating and reporting on current events, have been the
+subjects most successfully worked out for club consideration,
+probably on account of the variety of interest which they
+present. Travel means not only the manners and customs side of
+the country--it means the art, the literature, the history, the
+legend; biography, not simply the life of the individual studied,
+but the period and country that produced it. The subjects
+discussed in the debating clubs are almost always of the boys'
+choosing, and represent a broad field of interest, economic,
+social, moral and political. They range from "Resolved, That
+Washington did more than Lincoln for his country," "That
+civilization owes more to the railroad than the steamboat," "That
+the fireman is braver than the policeman," in the clubs of boys
+from the sixth and seventh grades, to the discussion of municipal
+ownership, tariff commission, establishment of a central bank,
+and commission government for cities, in clubs composed of high
+school boys. Aside from what practice in the form of debating
+means to the boys in developing ability to think clearly and to
+speak to the point, discussion of vital questions of national and
+municipal interest encourages the boy to turn to more trustworthy
+sources of information than the daily press. He learns to refer
+to books and the better sort of periodicals for his authority,
+and, gradually, through reading and discussion, begins to
+substitute convictions for inherited prejudice or indifference.
+
+The club's greatest usefulness lies in the opportunity it
+presents of broadening the interests of the child, of opening to
+him, through books and discussion, new fields of thought and
+pleasure. Compared with this, information acquired and number of
+books read are comparatively unimportant. The smallness of the
+group with which he has to deal and the children's invariable
+response to his special interest in them create an unusual
+opportunity for the club leader. In the informal discussions in
+the club he may pass on to the children something of his own
+interests, and direct theirs into channels which would probably
+never be opened to them otherwise. From our experience in one of
+the branches of the Cleveland Public Library, where club work has
+presented great difficulties, I know that, given a leader who
+understands, girls whose standard of excellence has been met by
+boarding- school stories, can be interested in studying and
+reading in their club the plays of Shakespeare or in listening to
+extracts from Vasari's "Lives of the painters" or Ruskin's
+"Stories of Venice." Beyond his opportunity to interest the club
+in better reading, the leader may help the children in a general
+way, by unconsciously presenting to them his standards of thought
+and conduct. Through him they may become aware of finer ideals of
+courtesy, bravery and honesty.
+
+Not the least important contribution of club work to the library
+is the direction of the reading of boys and girls of the
+intermediate age--always such a difficult problem. Most of the
+children of the age when clubs begin to appeal to them strongly
+--from 12 years on--have reached a stage of mental development at
+which they should be reading, under direction, books from the
+adult as well as the juvenile collection. In the Cleveland Public
+Library clubs books from the adult collection are used whenever
+possible in connection with the club programs, and the leaders
+are encouraged to recommend books from that collection for the
+personal reading of the children. The result is that the children
+are gradually made acquainted with the adult department, and come
+to feel as much at home there as in the children's room.
+
+The club very seldom fails to establish a feeling of friendliness
+and personal interest in the library among its members. It has
+proved itself, in this way, a very decided aid in reducing the
+librarian's "police duty." Moreover, the club is a privilege, and
+as such not to be enjoyed by those who habitually break the law,
+so that what it fails to accomplish in one way may be brought
+about in another.
+
+As this paper is based on experience gained in the Cleveland
+Public Library, it would not be complete without mention of one
+important phase of the club work there.
+
+To a very great extent the club work in the Cleveland Public
+Library owes its growth in size and efficiency to the time and
+interest given to it by the volunteer club leaders, of whom,
+during the year 1910, there were 60. Looking over the work of the
+boys' clubs for the year, it is interesting to note the influence
+of the leader's interests upon the boys. All but one of the boys'
+clubs whose leaders are attorneys devoted their club meetings to
+debating, mock trials and parliamentary drill. Among the clubs
+under the leadership of students in Western Reserve University
+(and these represent more than half of the total number of boys'
+clubs) the predominant interest is in the discussion of current
+events, the subjects for occasional debates being suggested by
+these discussions. In two or three clubs too young for such
+discussion, the leaders, who were especially interested in
+civics, were able to interest the boys in the study of the work
+of the various departments of our city government. In another
+instance a leader, a business man, deeply interested in the
+history of Cleveland and its industries has succeeded in holding
+the interest of his club boys in this subject for three months,
+though these were boys whose indifference to anything but "Wild
+West" stories was proverbial in the branch library.
+
+Clubs for boys and girls in the Cleveland Public Library are
+under the direction of a club supervisor, who organizes the
+clubs, secures the services of the volunteer leaders, and helps
+them in preparing programs for the clubs. The work has been
+conducted in this way for three years, and has become a vital
+part of the work of the library as a whole.
+
+
+ LIBRARY READING CLUBS FOR YOUNG PEOPLE
+
+
+The successful development of reading clubs by the New York
+Public Library is evidenced by the fact that at the time the
+following paper was written, in 1912, there were reported
+twenty-five boys' clubs and seventeen girls' clubs. The paper is
+by Anna C. Tyler, and was read before the New York meeting of
+school librarians in Brooklyn, N. Y., May 25, 1912.
+
+Anna Cogswell Tyler was born in Detroit, Michigan, and was
+graduated from the Hartford, Conn., High School in 1880. She
+attended Mrs. Julie Goddard Piatt's boarding school in Utica, New
+York, from 1880 to 1882, and Mademoiselle Taveney's school for
+girls at Neuillysur- Seine near Paris from 1883 to 1885. She was
+graduated from the Pratt Institute Library School, taking the
+two-year course, 1904-1906. She was an assistant in the Pratt
+Institute Free Library from 1906 to 1908. In 1908 she was made
+assistant in charge of story-telling and library reading-clubs in
+the New York Public Library.
+
+
+The library reading clubs have sprung into being as a natural
+result of the library story hour, and for two very potent reasons
+--the boys and girls of from twelve to fifteen years old, however
+much they enjoy listening to a good story, are extremely afraid
+of being classed as children. Therefore when such a boy or girl
+comes to the branch library which he uses and sees a very
+attractive little notice reading "Story hour this afternoon at
+four o'clock for the older children" he shakes his head and goes
+his way saying, "Oh, they don't mean me, that's for the kids!"
+But when he sees a notice reading "The Harlem Boys' Club" meets
+such a day and hour his attention is immediately arrested, and
+he asks, "What do you have to do to join this club?"
+
+This is the first reason for the rapid growth of these library
+reading clubs, the magic contained in merely the sight or sound
+of the word "club"--the spur it gives to the imagination of even
+the apparently unimaginative child, and the stigma it removes
+from the mind of the adolescent boy or girl of being considered a
+child. By conferring upon him the dignity of membership in a club
+we can make it possible for him to enjoy to the extent of his
+capacity the pleasure the majority of children so delight in--the
+listening to a good story well told or well read. His mind is at
+peace, his dignity unquestioned, for, since no stripling likes to
+be taunted with his green years, his being a member of such a
+club or league has forever precluded such a possibility.
+
+The matter of joining these clubs is made as simple as possible,
+and the great democracy of the public library spirit is kept
+uppermost in the minds of librarians who have charge of this
+work, and by them instilled into the minds of the children as
+rapidly as possible. Any boy or girl is welcome to the club who
+wishes to come, provided he or she is of the right age or grade
+to enjoy the stories, reading, or study that is interesting the
+others. Boys and girls who are doubtful are invited to come and
+see what the club is as often as they will, until they have quite
+made up their minds whether or not it is something they want. The
+only thing required of them is to follow the one general rule
+underlying all the clubs of the library--the Golden Rule, that
+their behavior shall in no way interfere with the pleasure or
+rights of the other members. Some of them stay only a short
+time, but on the other hand we have many children who were
+charter members when the clubs were formed four years ago, and
+they have attended the meetings regularly, though they have long
+since passed from the grammar schools and have reached the
+heights of the third year in high school.
+
+The difficulty of finding stories which will interest in the same
+degree mixed groups of older children is the second reason for
+the growth and popularity of the library reading clubs. Some of
+the great stories of the world, like "The Niebelungenlied," "The
+Arthurian cycle," Beowulf, and a few others may be used, or the
+life of a great man or woman may be told, and listened to with
+interest, provided there is plenty of romance in the life, and
+the book which contains the story is attractive in appearance and
+tempts one to read it at first glance. One can also find good
+material for club programs in the romance of some period in the
+history of a country not our own. The difficulty of choosing
+story literature suitable and interesting for mixed groups of
+boys and girls and the difference in their reading tastes make
+the segregation of the library reading clubs a wise method. The
+boy during these years is eager to acquire information on all
+subjects--one can appeal to his love of adventure, of heroes, and
+mystery. The girl is full of romance--poetry and drama make
+their appeal.
+
+The difficulty of maintaining and controlling successful library
+reading clubs is frequently lost sight of because of the ease
+with which they can be formed. Our experience has taught us that
+in planning the library activities of the New York Public Library
+the reading clubs must come last--they must only be established
+when they can take their place as one of the regular functions
+of the library. The librarian who is to be club leader must be
+able to interest, influence and control the club members as well
+as to tell a story.
+
+The club season lasts from the first of October to the end of
+May, and at present we have twenty-five boys' clubs and seventeen
+girls' clubs reported. Some of these are formal in organization
+with regularly appointed officers chosen, of course, by the boys
+and girls themselves. These officers hold their office for
+periods of varying length, some clubs electing new officers each
+month, others at the beginning of each club season. Some of the
+clubs are clubs only in name--entirely informal, but meeting
+regularly once or twice or oftener each month throughout the
+season to listen to the stories. Many of the clubs are entirely
+selfgoverning and they also arrange their own programs. The
+librarian who is the club leader is present as a member, but
+takes no active part in the entertainment of the club unless
+invited to do so.
+
+And now just for a moment let us consider the kind of literature
+we are trying to interest the youngsters in. Being a radical it
+pleased me very much recently to come across the following
+passage in an interesting new book by Miss Rosalie V. Halsey,
+entitled "Forgotten books of the American nursery." Miss Halsey
+says: "Reading aloud was both a pastime and an education to
+families in those early days of the Republic. Although Mrs.
+Quincy made every effort to procure Miss Edgeworth's stories for
+her family, because, in her opinion, they were better for reading
+aloud than were the works of Hannah More, Mrs. Trimmer and Mrs.
+Chapone, she chose extracts from Shakespeare, Milton, Addison,
+and Goldsmith. Indeed, if it were possible to ask our
+great-grandparents what books they remembered reading in their
+childhood, I think we should find that beyond somewhat hazy
+recollections of Miss Edgeworth's books and Berquin's 'The
+looking glass for the mind' they would either mention 'Robinson
+Crusoe,' Newberry's 'Tales of Giles Gingerbread,' 'Little King
+Pippin,' and 'Goody Two-shoes' (written fifty years before their
+own childhood), or remember only the classic tales and sketches
+read to them by their parents."
+
+Now it seems to me that our great-grandparents were very lucky to
+have been so delightfully introduced to the great things in
+literature, and in these days when the art of reading aloud is
+almost a lost art how can we expect the modern child to turn with
+a natural appreciation to the best in literature when he is
+almost submerged by the mediocre and vulgar inside and outside
+the home, his appreciation undeveloped, not old enough in years
+or intelligence to comprehend the beauty we so delight in. We are
+disappointed when he does not respond, and wonder why. Is it not
+the result of forcing him to use these things before he is ready,
+and thus only fostering his distaste?
+
+Believing this to be so, I have gone to work to try to induce the
+boys and girls to read more widely, and cultivate appreciation,
+by using this old-fashioned method of reading aloud or telling a
+part of the story and reading here and there bits of the text,
+thus letting the author tell his own story, and as far as we have
+been able we have tried to give the children the KIND of story
+they wanted--WHEN they wanted it--but in the best form in which
+it could be found. For instance Poe's "The purloined letter" when
+a detective story is asked for, followed by a story from
+Stevenson's "New Arabian nights" or "Island nights'
+entertainments."
+
+In eleven of the boys' clubs we have been using this year special
+collections of duplicate books, on topics suggested by the boys
+themselves. These collections have been kept together for from
+four to six weeks, and the stories that have been told or read
+from these books are mentioned in the notice, with a list of all
+the books in the collection and posted near where the books are
+shelved. The topics suggested by the boys are as follows:
+railroad stories; ghost stories; humorous stories; adventure on
+land; heroes; adventure on sea; history stories, this last topic
+including Italy, France, England, Scotland, Germany, Canada, and
+"The winning of the West" in American history, and each group
+decided on which country they would read about.
+
+On the lower West side, where the Irish-Americans live in large
+numbers, where street fights and fires contribute a constant
+source of excitement, there is a library club of girls who have
+been meeting twice a month for two years. Last year we studied
+Joan of Arc, completing our study by reading Percy Mackaye's
+play. This year, not feeling satisfied that I was on the right
+path, I called a meeting to make sure. After trying in vain to
+get an expression of opinion I finally asked the direct question,
+"What kind of books do you really LIKE to read?" and for a moment
+I waited in suspense, fearing someone would answer to please me
+by mentioning some classic. But to my great relief one girl
+replied at last timidly, but decidedly, that she liked
+"Huckleberry Finn." This gave another the courage to add that she
+had enjoyed the chapter on whitewashing the fence in "Tom
+Sawyer." My clue had been found--a reading club of adventure was
+formed, and though we began with the "Prisoner of Zenda" we have
+wandered with "Odysseus," and sighed over the sacrifice of
+"Alcestis," and thrilled over the winning of "Atalanta" this
+winter.
+
+A girls' club on the lower East side have been reading the old
+English comedies--"She stoops to conquer," "The rivals," "Lady
+Teazle"; then there is a flourishing Shakespeare club, which to
+honor the Dickens centenary this year, voted to make the study of
+the great writer a part of this year's program. This club meets
+once a week, and at one meeting the outline of one of the great
+tales was told by the librarian. This was followed by the girls
+reading one or more of the most famous chapters or dialogues. At
+the alternate meetings the girls read plays, varying the program
+by choosing first a Shakespeare drama and then a modern play.
+Each act is cast separately, so that all the girls may have a
+chance to take part, and in this way we read "Twelfth night,"
+"Romeo and Juliet," "The taming of the Shrew," "Macbeth," "The
+bluebird," "The scarcecrow," and "Cyrano de Bergerac."
+
+Away up in the Bronx there is a "Cranford Club," so named by the
+girls because of their interest in the story to which they were
+introduced four years ago. This club is really a study club and
+contains a good proportion of its original members. They meet
+twice a month, and a leader is appointed for each meeting, who
+chooses her committee to report on the topic for the evening's
+study. The topic is sub-divided and each girl does her part in
+looking up the bit assigned to her. In this way they have studied
+the English poets Tennyson and Milton, although after spending an
+evening on Comus the club voted unanimously to change to Dickens.
+They have also studied Bryant, Longfellow, Lowell and Whittier,
+and the girls were sufficiently familiar with these poems to
+recite many from each poet. Then the lives of three English
+queens were studied--"Bloody Mary," "Queen Elizabeth," and "Mary,
+Queen of Scots"; this year the Norse myths and stories from the
+Wagner operas. The librarian's part is to suggest the best books
+in which to find what they want, to get any book they may need,
+sometimes suggest a line of subjects to choose from, etc, but the
+work of preparing the material is done entirely by the girls.
+When a book is being read and discussed, they sit around a table
+and read in turn the bits that have been selected for them by the
+librarian, who tells them the thread of the story between
+selected bits read by the girls. Thus they have read "Cranford,"
+"Pride and prejudice," "Old curiosity shop," "David Copperfield,"
+and "Twelfth night." The teacher of English where most of these
+girls attend school was recently an interested visitor at the
+club, and she says she has noticed for a long time a difference
+in the school work done by these girls, from a broader viewpoint
+and outside atmosphere they brought to the class by their
+intelligent comments and criticisms, showing that they were
+reading outside and beyond the other girls of the class. She
+noticed also a difference in their composition work. One of the
+girls from that class was sent by this teacher to visit the
+library for the first time and when asked what she liked to read
+replied, "Wooed and married" and "How he won her" were nice
+books. The book given her instead of her favorites was Mary
+Johnston's "To have and to hold." It was read and enjoyed. Then
+she took Howells' "The lady of the Aroostook," and after the
+outline of the story had been told her seemed to read it with
+real pleasure. Next Owen Wister's "Virginian" was given her, but
+this she did not seem to care for. As a result of this reading
+her taste in a better kind of reading seems to have been pretty
+well established, as her librarian assures me that she has
+continued her reading along the line indicated by the above
+titles. The Belmont Club, the best boys' club for debating in
+the school, have challenged the "Cranford Club" to meet them in a
+debate on "Woman suffrage," to be held in the library at an early
+date. The girls have accepted the challenge, and the fact that
+the boys question their ability to equal them is sufficient spur
+to make them work every moment they can spare from their school
+duties to prepare for this important event. Added to this is the
+fact that every one of them is an ardent "suffragette."
+
+The need of social centers in the schools and libraries is
+becoming insistent. The increasing demand on the part of children
+for clubs of all kinds shows plainly their desire for some place
+other than the street, where they can be amused and occupied in
+the natural desire for self-development and expression. Early
+last fall in one of the libraries the librarian met by
+appointment a group of girls from eleven to fourteen years old.
+These girls were wayward and troublesome, had formed a "gang"
+which was more difficult to control than the usual gang of boys.
+There was a room in her library quite apart from the rest of the
+building where they could meet as a club if it should prove
+desirable. "What would you like to do?" she asked. "Dance!" was
+the reply. "Well, then, dance, and show me what dances you like,"
+replied the librarian, and immediately the girls formed for a
+figure of a folk-dance, and each girl humming softly the tune
+they danced it through. "The Girl Scouts" Club was formed, and in
+a day or two the secretary of the club submitted the following
+program for the librarian's approval: Program. 1. Chapter from
+the life of Louisa M. Alcott; 2. Recitations; 3. Games, Flinch; 4
+One folk dance. From this beginning six other clubs have been
+established: two for the older girls, two for the boys, one for
+the little girls from eight to eleven years old, and one for a
+group of troublesome young men from sixteen to twenty years old.
+So keen has been the interest of these young people in these
+clubs that the "gang" spirit has long since disappeared, and at
+the end of the club season an open meeting was held, a program
+arranged in which members from each club took part, and the
+ushers and guards of honor were some of those same troublesome
+young men. There was no place in this community where the young
+people could meet for any kind of simple amusement, the only
+"social centers" being the cheap vaudeville theater, the usual
+moving picture show and the streets, until the little branch of
+the public library opened its doors, and so popular has the
+library become that 960 children have taken cards at the library
+since the first of September and are borrowing books on these.
+Besides the large number of card holders there is a still larger
+number of children who do all their reading and studying at the
+library. Although they may not know the old English verse from
+which the lines are taken they feel them:
+
+     "Where I maie read all at my ease,           Both of the
+newe and olde,      For a jollie goode booke whereon to looke
+      Is better to me than gold."
+
+
+The outline I have given will give you some idea of how we are
+developing the story hour and reading clubs in the New York
+Public Library. This work is made possible by the splendid
+cooperation on the part of the branch librarians and their
+assistants, without whom it would be impossible to carry on a
+work of such proportions.
+
+
+ HOME LIBRARIES
+
+
+The history of the home library movement in its beginnings is
+recorded in a paper read before the Congress of Charities held in
+Chicago, June 15, 1893, by Mr. Charles W. Birtwell, general
+secretary of the Boston Children's Aid Society, who claims for it
+a "natural and simple origin," a method of multiplying the
+personal work which he was doing among the poorer children of
+Boston. Another paper on the same subject was read by Mr.
+Birtwell at the Lake Placid Conference of the A. L. A. in 1894.
+
+Appreciation of this work is expressed in the 1915 report of the
+Children's Aid Society: "The most important service we render as
+a society is to show that the constructive forces within the
+average family, if properly directed, are tremendous in their
+power and effect. The home libraries do a work for children in
+their homes that is quite distinct from all the other services we
+render as a society."
+
+Charles Wesley Birtwell was born in Lawrence, Mass., November 23,
+1860, and graduated at Harvard in 1885. He was general secretary
+of the Boston Children's Aid Society from 1885 to 1911. He has
+been prominent in social and charitable work, and in 1887
+originated the "home library" system of the Children's Aid
+Society, the first general plan of this kind on record.
+
+
+The first Home Library was established by the Boston Children's
+Aid Society in January, 1887. Now it has seventy libraries here
+and there throughout Boston, and regards them as an important
+department of its work. The origin of the plan that has found so
+much favor in our eyes was simple. I had been connected with the
+Children's Aid Society but a short time when many avenues of work
+opened up before me, and it was quite perplexing to see how to
+make my relations to the various children I became acquainted
+with real and vital. Among other things the children ought to
+have the benefit of good reading and to become lovers of good
+books. Indeed, a great many things needed to be done for and by
+the children. Out of this opportunity and need the Home Library
+was evolved.
+
+A little bookcase was designed. It was made of white wood,
+stained cherry, with a glass door and Yale lock. It contained a
+shelf for fifteen books, and above that another for juvenile
+periodicals. The whole thing, carefully designed and neatly made,
+was simple and yet pleasing to the eye.
+
+I asked my little friend Rosa at the North End, Barbara over in
+South Boston, and Giovanni at the South End, if they would like
+little libraries in their homes, of which they should be the
+librarians, and from which their playmates or workmates might
+draw books, the supply to be replenished from time to time. They
+welcomed the idea heartily, and with me set about choosing the
+boys and girls of their respective neighborhoods who were to form
+the library groups. Then a time was appointed for the first
+meeting of each library. The children who had been enrolled as
+members met with me in the little librarian's home, and while one
+child held the lamp, another the screwdriver, another the screws,
+and the rest did a heap of looking on, we sought a secure spot on
+the wall of the living-room of the librarian's family and there
+fastened the library.
+
+I remember that to start the first library off with vigor, and
+secure the benefit from the beginning of a little esprit de
+corps, I went with the children the evening before the
+establishment of the library to see the Cyclorama of the battle
+of Gettysburg. We rode in a driving snowstorm in the street-cars
+from the North end, and had a gala evening. We got a bit
+acquainted, and on the next evening, the time appointed for the
+laying of the cornerstone of the whole Home Library structure,
+the first library, you may be sure the children without exception
+were on hand. I believe we had to wait a little while for Jennie,
+who lived across the hallway from Rosa, to "finish her dishes";
+then up went the library. Very quickly the second library was
+established in South Boston, the third at the South End, and
+before long some neighborhoods were dotted with libraries.
+
+The idea at the beginning was that the groups should be made up
+of fifteen children, but later we adopted ten as a better number.
+So the family in which a library was placed would have the books
+always within reach, and a handful of children from the same
+tenement-house or near neighborhood would have access to the
+books at the time set for their exchange, and when a group had
+extracted the juice from one set of books we would send them
+another. It was understood at the start that the children outside
+of the librarian's family should exchange their books only once a
+week. I dropped in on the children when I could, but soon saw
+that the effectiveness of the work would be increased by regular
+weekly meetings of each group. As it would be impossible for me
+to visit them all myself, volunteers were sought to take charge
+each of a single library. Quickly the visitors began to come to
+me with all manner of puzzles--how to get the children to keep
+their hands clean, how to induce them to read thoroughly, what to
+do for a child who was ill, or a lad who was playing truant. Out
+of these interviews with individual visitors grew naturally the
+thought of a monthly conference of the visitors; and from an
+early period in the history of the libraries we have met once a
+month, except during the summer, and spent an hour and a quarter
+in discussing a great variety of questions, some general and some
+particular, that arise in connection with the libraries.
+
+I must dwell a moment on the selection of books. The aim was to
+put really good literature into the hands of the poor in such a
+way that they would grow to love that literature. People, after
+all, are not so unlike. A really good book, a book that is human,
+that touches our sense of rugged reality, or the fancy or
+imagination which is native to us and as real as anything in us,
+is sure of a welcome among all classes of people, if it is
+couched in intelligible terms. I chose some books that I happened
+to have read myself, but soon coming to the end of the list of
+which I was perfectly sure, and finding it impossible to review
+enough books myself, I secured the volunteer help of a number of
+ladies who understood the children of the poor and knew how to
+pass judgment on books proposed for their reading. It was
+definitely understood that every book should be read by the
+reviewers from cover to cover. We would not depend upon
+advertisements, hearsay, or vague recollections of books read by
+ourselves years ago, but every book should be read from beginning
+to end with the immediate question in view of the admission of
+the book to the little libraries to be read by the poor in the
+homes of the poor. Publishers and book-dealers sent us books for
+examination. Upon a careful consideration of the written reviews
+of the volunteer readers, prepared according to certain canons,
+was based the decision as to their acceptance or rejection. It
+seemed clearly not worth while to take to the poor books not
+really worth their reading. If good books would not be read, then
+the plan should be given up. Had we been careless in the
+selection of books we easily might have done no little harm, and
+should not have learned that clean, unsensational, vigorous books
+that are loved by children in the homes of the well-to-do are
+welcome to children in the homes of the poor. The way to good
+taste in reading is not, as some curiously declare, through the
+mire of the dime novel and the sensational story, but straight
+along the clean, bright path of decent literature.
+
+Although, by reason of the natural preference of some visitors,
+or the effect of changes in groups at first made up of both
+sexes, some groups are wholly made up of boys and others of
+girls, the ideal group is a mixed one as regards both sex and
+age--ten boys and girls from seven or eight to fifteen or sixteen
+years of age. Thus we provide for a healthful, unconscious
+association of the sexes and the training of the younger and
+older in their behavior toward one another, and in general touch
+the maximum range of relations, difficulties and services.
+
+It follows from this make-up of a group that our books must be
+varied in order that in each set there shall be food for each
+child. So every library is made up of fifteen volumes, running
+the whole gamut from the nursery tale to Tom Brown at Rugby or
+Uncle Tom's Cabin, and also selections from juvenile periodicals
+suited to children of different ages, there being five
+collections of periodicals in each library, each collection
+comprising a bound portion of the annual issue of some
+periodical. You will readily see, therefore, that in order to
+select a new library it is necessary to have forty or fifty
+approved and unassigned books to choose from, and never is a set
+made up with its fairy tales, pictures of sweet domestic life,
+stories of adventure, simple history and biography, short
+stories, long stories, fact and fancy, humor and pathos--never is
+a set made up, preliminary to starting out upon its first visit,
+without my mouth watering to read them all myself.
+
+To put the books to an interesting test, but more especially to
+induce the children to read appreciatively and really use their
+minds as they read, a form was made out on which the librarian
+or visitor should record the opinion of each child in regard to
+each book he returns. The evolution of these opinions from the
+obnoxiously frequent "nice" and "very nice," or the occasionally
+refreshing "no good," of the early history of a group into really
+intelligent and discriminating opinions, is one of the sure marks
+of progress and value in the work.
+
+A set of books usually remains with one group of children ten
+weeks or three months before it is exchanged for a fresh set and
+in turn goes to another group. So you see the Home Libraries
+stand for nothing less than a perennial and constantly fresh
+stream of good literature.
+
+To make sure of the parents being back of us in our relations to
+the children, we have a little blank application for membership,
+which is signed by the parent or guardian as well as the child.
+It is noticeable that on many of these cards the children write
+not only their own names but the names of their parents, the
+latter, themselves unable to write, affixing their cross.
+
+The volunteer visitors, as opportunity offers, on cards placed in
+their hands for the purpose, make a record of information
+concerning the family, their history, condition, habits, their
+reading at the inception of the library, and subsequently such
+items as may reveal their further history and the possible
+relation of the library to their life.
+
+Close upon the heels of this effort to make books mean to poor
+children what they mean to the more fortunate, followed the idea
+of bringing to them a knowledge of those ways of having a good
+time within the walls of one's own castle that are so familiar in
+families where parents have leisure and ingenuity, and that make
+our childhood seem to our adult years, of a truth, a golden age.
+Without the elbow-room that some kinds of fun require, without
+money to buy games, without leisure to play them or to teach them
+to their children, forever held down by drudgery, forever pressed
+upon by the serious hand-to-hand fight to keep the wolf from the
+door, is it strange that the poor know next to nothing of the
+commonest home games and diversions? To the Home Libraries, a
+name sweet and dear to us who have had to do with them, came this
+further idea of Home Amusements. After the exchange of books,
+conversation about them, the recording of opinions, perhaps also
+reading aloud by the visitor or the children, they turn from
+books to play. It is the duty of the visitor to be informed in
+the art of merriment, and to teach the children all sorts of ways
+of having fun at home. Nor is it a slight advantage that thus
+inducement comes to the grown-up folks to look on and laugh too.
+
+But as naturally as the rose-bush grows and more than a single
+bud appears and turns to blossom, so came another unfolding from
+the Home Libraries stock. "The destruction of the poor is their
+poverty." Might we not add to the home reading and home
+amusements inducements to Home Thrift? We began to get the
+children to save their pennies. Presently the Boston
+Stamp-Savings Society was established. So we purchase stamps from
+that society and supply them to visitors. The visitors in turn
+sell them to the children at the weekly meetings. The children
+are supplied with cards marked off into spaces in which they
+paste the pretty stamps as they buy them. When a card is filled,
+or when the total value of the stamps on a card is sufficient to
+make it worth while, perhaps fifty or seventy-five cents or a
+dollar, the stamps are redeemed, and the visitor goes with the
+child to open an account at some regular savings bank. The
+collection of pennies is resumed, to be followed by another
+redemption of the stamps and the swelling of the account at the
+savings bank.
+
+I hardly need tell you that the Christmas festivities of the
+children are largely held under the auspices of the little
+libraries, or that in the warmer season you will find the
+visitors and children taking excursions together to the lovelier
+spots in the woods and at the shore. Once a year, too, we have a
+sale of plants. Last spring we sold three hundred and
+eighty-three plants to the children for windows and gardens. We
+have promised that all who will appear this autumn with live
+plants shall have a treat.
+
+Through the visitors, too, we hear of cases of destitution,
+truancy, waywardness and moral exposure, of unfit dwellings, and
+illegal liquor-selling. Such things we report to suitable
+agencies--the other departments of our Children's Aid Society,
+the Associated Charities, the Society for the Prevention of
+Cruelty to Children, the Board of Health, the Law and Order
+League.
+
+From all of this you will easily see why we think that ten
+children are enough for a single group or visitor. We expect the
+visitor to know not only the children of the group, but the
+families to which they belong, and as the children grow older,
+and are graduated from the little libraries, to follow them still
+as their friends. It is a highly important function of the Home
+Library to bring with good books a good friend, whose advice the
+children will seek, whose example they will aim to follow, and
+whose esteem they will not wish to forfeit.
+
+We are having to face more and more the question of the graduates
+of the libraries. One thing we propose for them is a printed list
+of selected books that are in the Public Library with the numbers
+that they bear. These lists in the hands of our graduates we
+think will continue to guide them to the choice of good reading.
+So, too, we hope to see our graduates go from the little
+libraries into the working girls' clubs, the associations for
+young men, and the workingmen's and workingwomen's clubs. And we
+want the love of good books, and all that good books stand for,
+to follow them.
+
+We have now, about six years and a half since the first library
+was established, seventy libraries scattered throughout Boston,
+with sixty-three volunteer visitors and a membership of six
+hundred and thirty-four children. Since June, 1889, one paid
+assistant, a lady who was among the first volunteers in the work,
+has been employed, and has rendered most interested and efficient
+service. For the past two years we have employed also an extra
+summer-assistant, as so many of the visitors are away during that
+season, and as we try to give every library group at least one
+outing during the midsummer months. A committee of the Board of
+Directors of the Boston Children's Aid Society have acted as
+volunteer visitors, and promoted and strengthened in various ways
+this department of the Society.
+
+From the beginning it has seemed best to let the experiment work
+itself out somewhat fully before attempting to say too much about
+it. A widespread demand, however, for fuller information has
+arisen, and home libraries are being established in various
+cities I hope that before long a full record of the establishment
+and growth of the Home Libraries in Boston may be placed at the
+service of any who seek to adopt this form of philanthropic
+effort among the children of the poor.
+
+
+ HOME LIBRARIES
+
+
+One of the first librarians to give to library work with children
+a full appreciation of its possibilities in extension work was
+Salome Cutler Fairchild. An address given by her on January 10,
+1898, before the New York Library Association and the New York
+Library Club on the development of the home library work in
+Albany describes some modifications of Mr. Birtwell's plan, and
+is especially interesting because it indicates the relation of
+this method of extension work to the "new philanthropy."
+
+Mary Salome Cutler was born in Dalton, Mass., in 1855, was
+educated at Mt. Holyoke Seminary, and received the degree of
+B.L.S. from the University of the State of New York in 1891. In
+1897 she was married to the Rev. Edwin Milton Fairchild. From
+1884 to 1889 she was cataloguer in the Columbia College Library
+and Instructor in the Columbia College Library School. She became
+Vice-Director of the New York State Library School in 1889 and
+remained there until 1905. Since that time she has been a
+lecturer on selection of books and American libraries. Mrs.
+Fairchild was chairman of the committee in charge of the library
+exhibit of the World's Columbian Exposition in Chicago in 1893
+and was identified with the publication of the A. L. A. Catalog.
+
+
+It is probable that some of the readers of the Journal are
+unfamiliar with the idea of the home library. In a few words,
+this is its motive and its plan: To help the children of the poor
+in developing and ennobling their lives by giving them books and
+a friend.
+
+The home library idea was evolved, not by a librarian, but by Mr.
+Charles W. Birtwell, secretary of the Children's Aid Society in
+Boston, a very old non-sectarian society. It grew up in a most
+natural way. He fell into the habit of lending books to poor
+children of his acquaintance and of talking with them about the
+books after they had been read. This took time, and the result
+was organization. The children were formed into little groups,
+books were bought systematically, and his friends were
+interested to form regular visitors.
+
+And so a home library involves a group of 10 poor children, a
+library of 20 carefully selected books placed in the home of one
+of the children and circulating among them all, a visitor, who
+should be a person of rare wisdom and sympathy, who meets the
+children once a week, talks over the books with them, and during
+the hour gives them all possible help in any way she chooses.
+Each group contains both boys and girls from eight to fifteen
+years of age.
+
+There are several groups of children and several little
+libraries. Once in three or four months the libraries pass from
+one group to another. The personal element supplied by the
+visitor is quite as valuable as the influence of the books. It is
+hard to tell just what the visitor does. It is perhaps simplest
+to say that she is a friend to the children and that she studies
+how to help them. That means a great deal. The plan is elastic
+and each visitor chooses her own methods.
+
+Doubtless many librarians listened to Mr. Charles Birtwell's
+paper on home libraries at the Lake Placid conference, September,
+1894, and are thoroughly familiar with the central thought and
+its application in the parent libraries in Boston. To such I
+would like to call attention to some modifications of the plan in
+the Albany libraries, to a few new points which we have worked
+out and old ones which we have emphasized.
+
+It goes without saying that each book is read carefully by at
+least one member of the selection committee with special
+reference to the home libraries. It is not enough that a
+competent judge has read it without having that in mind. We are
+constantly tempted to give these readers books a little too old
+for them. They enjoy books which children who have always been
+familiar with books would be ready for three or four years
+earlier.
+
+Visitors should be prepared for disappointment in the quality of
+the reading that is done. At the beginning of my work with the
+children I was delighted with their enthusiasm over the books. To
+be sure their choice was often determined by the attractiveness
+of the cover or big type, or the bigness or littleness of the
+book. I soon found that it was a rare thing for a child to read a
+book through. They would often say with pride "I read 30 or 60
+pages" and were unwilling to take the book again, though claiming
+to like it. It is a slow process, but now after over two years
+they read with much more enjoyment and thoroughness. It was a
+long step ahead when the brightest child in the group began to
+read the continued stories in the St. Nicholas and to watch
+eagerly for the next number.
+
+I wonder if these children are not in a way a type of the readers
+in our larger libraries. We fondly hope that there will be an
+immediate and hearty acceptance of the good things which we have
+spread out with such lavish expenditure of our own life, later we
+learn that even among the educated classes the genuine reading
+habit is the heritage of the few and among the many must be the
+result of a slow and steady growth.
+
+I think we have improved on the Boston plan in dealing with the
+magazines. They take nine different periodicals and break the
+year up so that with one library of 15 books the children have
+parts of five periodicals. We put 18 books in each library and
+subscribe regularly for each group of children for St. Nicholas
+and Youth's Companion. In some of the groups the children have
+not cared for Youth's Companion. It has been given a fair trial
+since July, 1894, and we have just substituted Harper's Round
+Table as an experiment. Other groups, however, are devoted to the
+Youth's Companion. St. Nicholas is a prime favorite with all.
+
+We do not buy cheap editions. Grimm's "Fairy tales" is selected
+in the tasteful Macmillan edition with illustrations by Walter
+Crane. Hawthorne's "Wonderbook" is given to them in the exquisite
+illustrated edition of Houghton, Mifflin & Co. We consider the
+illustrations and the dainty covers a part of the educative value
+of the book. We do not cover the books permanently, but give them
+covers which slip on and off easily that they may use them at
+their pleasure. A good deal of pride is developed in each group
+of children in having the little library clean when it passes on
+to the next group.
+
+An effort is of course made to balance the libraries, putting in
+each a volume of history, one of light travel, and a book about
+animals like Mrs. Jackson's "Cat stories," "Buz," "Sparrow, the
+tramp." Stories of course predominate. Fairy-tales are by all
+odds the most popular and get the hardest wear. I have noticed
+that this is also true in the children's travelling libraries
+sent out by the New York state library. In one group of home
+library children Grimm's "Household tales" was such a favorite,
+and they called for it so persistently, that an extra copy was
+bought for their benefit and is almost constantly in use. They
+much prefer it to Andersen. The naming of the libraries and of
+the groups of children is a new feature. Of our nine libraries
+five are named for children. Any person, or number of persons,
+giving $25 (the cost of a new library with its bookcase) is
+entitled to name the library. The plan is a popular one and
+several gifts of that sort have been received. In one case a
+small framed picture of the child for whom the library is named
+goes with it and the children seem to have a positive affection
+for the picture.
+
+The children choose for themselves some hero to give the name to
+their club, or group. We have the Washington, the Columbus, the
+Anthony Wayne, the Lincoln, and the Edison groups, and one more
+recently formed, not yet named. It is a significant fact that the
+children knew and admired Anthony Wayne because they read about
+him in Coffin's "Boys of '76."
+
+One beauty of the home libraries is the simplicity of the central
+idea and the natural relations between the children and the
+visitor. It is quite possible to combine with this much direct
+educational work. Games are almost always used by the visitors.
+
+The skilful visitor, who should have the spirit of the
+kindergarten and might well have also her training, may develop
+through the games attention, concentration, and courtesy,
+qualities in which these children are especially lacking. It is
+an interesting study to watch the development of the game of 20
+questions; e.g. from a wandering, haphazard medley asked in a
+slow and painful way by self-conscious children, to quick,
+intelligent, carefully planned questions
+
+To illustrate more specifically an attempt at educational work,
+the Columbus group may be taken as an example.
+
+There is a badge consisting of a bronze medal with the head of
+Columbus, fastened with a knot of red, white, and blue ribbon.
+The rule of the group is the rule of the majority; e.g., when
+games are to be played a vote is taken and all are expected to
+enter heartily into the one chosen by the majority. By constant
+application of this plan and the discussion which it involves,
+those children have come to understand pretty well the nature of
+a vote. There is a child's life of Columbus and a scrap-book
+containing pictures of him. The Columbus group are appropriately
+discoverers, and as they have set out to find out everything
+possible about their own city, once a month the group goes out
+together for a long walk. They have visited the capitol,
+geological hall, city hall, the Schulyer mansion, etc. Every week
+10 minutes are spent in studying the city, the name and location
+of the streets, the city buildings, the government of the city,
+its history and antiquities, the cleanliness of the city, etc.
+Many problems of city government which are taking the attention
+of the best minds to-day can be studied in simple form here. And
+this is real study. It is simple and elementary, but not
+haphazard, and what they get is definite and organized. It is not
+merely amusement, though they are interested and take hold
+heartily. A simple statement of each lesson is duplicated and put
+into the hands of the children. These will be combined into a
+handbook useful for all children in the city and suggestive for
+other cities. I hope that some line of study may be taken up by
+the other groups, each visitor choosing that which she can best
+develop. Light science would be attractive to some and of real
+service to the children.
+
+Music, always a powerful agent in the development of life, is
+specially useful in this city because the music taught in the
+public schools is purely technical. All the children have met on
+Saturday afternoons in the kindergarten room of one of the public
+schools to sing under the direction of a competent director of
+music who loves children and takes genuine pleasure in the work.
+This gives them a little repertoire of choice children's songs to
+take the place of the street songs which was about all they knew
+before, helps to soften their voices in speaking, and also serves
+as an excuse for bringing together the children of the various
+groups about once a month and making a little esprit de corps,
+which is desirable. It is wonderful when they are inclined to be
+boisterous and unmanageable in their games what a humanizing
+influence a sudden call for one of these songs will produce.
+
+It is proposed to circulate games suitable for playing at home,
+also small framed pictures after the plan of the Milwaukee Public
+Library. The books are often read by the parents and older
+brothers and sisters. The games and pictures would help in like
+manner to sweeten and ennoble the home life.
+
+But why should you be interested in the home library and in
+allied movements? Is it simply because they are an extension of
+the book power to which you have pinned your faith? There is, I
+think, a deeper reason. The movement known as the new
+philanthropy is one of the strong factors in our civilization to-
+day. The life of the community is the study of the man who serves
+the public as librarian. Nothing which is an essential part of
+that life is foreign to him. As distinguished from the old-
+fashioned charity which relieved individual suffering without
+regard to its effects on society, the new movement is
+characterized by two tendencies:
+
+1. A scientific study of the principles of philanthropy:
+information before reformation.
+
+2. A spirit of friendliness: not alms, but a friend.
+
+Men and women of singular ability, of the best training and
+devoted to noble ideals, have given their lives to studying the
+problems of the poor, and so we have colleges and social
+settlements, free kindergartens, home libraries and a score of
+other new activities, one in spirit and in aim. But there are not
+enough trained specialists.
+
+The philanthropic work of our cities is largely done by young
+ladies of the leisure class, quite a proportion of them graduates
+of colleges, and with a splendid mental, moral, and social
+equipment for the work. But they are raw recruits for lack of
+discipline. Caught in the wave of enthusiasm they plunge
+zealously into work with very little understanding of underlying
+principles.
+
+I have given a good deal of thought to this difficulty and am
+persuaded that there is a way out. I want to present it here
+because, if it appeals to you as wise, you will be able to help
+in putting the plan to the test of experience. As the difficulty
+is ignorance, the remedy is study.
+
+A class in philanthropy should be organized, for serious study in
+the scientific spirit and by the scientific method, under the
+direction of as competent a teacher as can be secured. Only those
+who are determined to do serious work and who have ability to
+cope with these problems should be admitted. Every attempt to
+popularize the course should be discouraged. The class might be
+carried on under the auspices of a church, a charity organization
+society, or even of a library. The initiative should be taken by
+some one person with the requisite discrimination, tact, and
+organizing skill. According to my outline a two- years' course is
+needed, involving an hour of class work once a week, with, if
+possible, five hours a week of study, and for nine or ten months
+in the year. Laboratory work, that is, investigation of local
+conditions, should be carried on throughout the course. Lectures
+combined with seminar work seem to me the best methods of
+instruction. The literature of the subject is rich and helpful.
+
+At the end of the first course there would be two or three new
+persons competent to instruct, and these might organize other
+classes.
+
+If this class in philanthropy could be carried on in any city for
+10 or 15 years, the charities of the city would feel the effect
+of the work. Instead of crudity there would be strength,
+enthusiasm would be supplemented by wisdom. The result would be
+the strengthening of the personal character of the poor and the
+enrichment of the whole city life. For we rise or sink together.
+The higher groups of society cannot develop without a
+corresponding development in the lower groups.
+
+And so I call you to study the problems of philanthropy, to
+follow intelligently the history of home libraries, to approve
+this plan of training if it be wise, if not to work out a better
+one. Neither is this to go outside your natural course on the
+ground of sentiment. You are to study the community on broad
+lines that you may give back to the community through many
+channels that abundant life which is the highest service.
+
+
+ LIBRARY DAY AT THE PLAYGROUNDS
+
+
+The Monthly Bulletin of the Carnegie Library of Pittsburgh for
+October, 1901, includes an account of summer playground work
+which was begun three years before. Playground libraries as an
+introduction to regular library agencies are described by Miss
+Meredyth Woodward.
+
+Meredyth Woodward, now Mrs. J. Philip Anshutz, was born in
+Waterloo, N. Y., in 1869, and was educated in the schools of
+Tecumseh, Michigan. She took special work in the State Normal
+School at Oswego, N. Y., and later studied in the Law Froebel
+Kindergarten Training School at Toledo, Ohio, and in the Chicago
+Kindergarten College. After teaching in this institution she
+became Principal of the San Jose Normal School in California.
+After this she studied in the Leland Stanford University. She
+took charge of the Home Library Work in the Carnegie Library of
+Pittsburgh in 1901, where she remained until 1904, part of the
+time acting as assistant in the Training School for Children's
+Librarians.
+
+
+The work of supplying the summer playgrounds with books, begun as
+an experiment three years ago, was continued this summer as a
+part of the work done by the Children's department of the Library
+for the children of this city. During the initial summer, five
+playgrounds were supplied, the total circulation being about
+1,600. Last year the needs of seven playgrounds were met, with a
+result of 1,833 in circulation, while the present year nine
+playgrounds have given a circulation of 3,637 volumes, and this
+during one day in each of six weeks. At a joint meeting of the
+Library workers with the Kindergartners who had charge of the
+playgrounds, it was decided to set apart this day as Library day,
+and as high as 117 volumes have been issued in a single
+playground on that day, while one week every available book was
+issued in spite of a drenching rain outside.
+
+Through the courtesy of the school directors and principals, the
+library was enabled to place the books, take registrations, and
+fill out cards, several days before the day for circulation. Thus
+much valuable time was gained, and the work begun and carried out
+more systematically. Boxes of books carefully selected from the
+best juvenile literature, comprising attractive stories of
+history, biography, travel, nature, poetry and useful arts, as
+well as fiction, picture books and the ever popular fairy tales,
+were sent to each playground. Each kindergartner also received
+for her special use a list of stories bearing on the thought she
+wished to emphasize each week, with the books containing these
+stories. Charging stations were improvised out of desks, tables,
+or chairs, in some vacant room, or corner of a hallway. Walls
+dismantled for the summer cleaning were made more attractive by
+gay flags, or picture bulletins illustrating the books to be
+circulated.
+
+One morning spent at a playground on Library day would be enough
+to convince the most sceptical that the children fully
+appreciated their opportunities. As one of the kindergartners
+remarked, "You'd think they had never seen a book before." They
+swarmed about the windows and doors of the circulating room, and
+at one school, when the impetuous but good-natured line became
+too eager, they were restrained by the commanding voice of the
+policeman to "Back up." Even the charms of an exciting game of
+base-ball had no power over a wonted devotee, when pitted against
+the attractions of an interesting book. Kindergartners from five
+playgrounds agreed that by far the largest attendance was on
+Library day, many of the older children coming on that day only.
+They felt "too old to play," but never too old to read.
+
+The signature of one of the parents, with that of the child's,
+entitled him to draw books. One little tot begged hard to have a
+"ticket," and be allowed to take books home, insisting with many
+emphatic nods that she could write her name. On trial only a few
+meaningless scratches resulted, and the tears that filled her
+eyes at her failure were banished only when the librarian
+promised that she might come each week, and look at the picture
+books. Another child asked for a card for his little friend who
+had rheumatism, and couldn't come to the playground. A mother of
+the neighborhood took a card that she might draw out picture
+books, and books of rhymes and jingles for the little one at
+home. The "little mothers" invariably saved a place on their
+cards for a book to please the baby brother or sister tugging at
+their skirts, or, it might be, for some older member at home.
+Very often the whole family read the books. One boy waited till
+nearly noon on Library day for his father to finish the "Boys of
+'76." Another said he wished he might take three books, because
+there were four boys at home, and he would like to have enough
+"to pretty near go 'round." In another family three of the
+children were drawing books. Still the older sister had to come
+down to get a book for herself, saying the others never gave her
+a chance to read theirs.
+
+In these miniature libraries not only do the children become
+familiar with library regulations, but more judicious and
+intelligent in the selection of books. At first they choose a
+book because it has an attractive cover, large print, "lots of
+talk" (conversation), or because it is small and soon read. "I
+tell you, them skinny books are the daisies," said one, while the
+opinion of another was, "These ain't so bad if they'd only put
+more pictures in to tell what they're about." Later they select a
+book because the title tells of interesting subject matter, or
+because a playmate has recommended it as "grand," "dandy," or "a
+peach." A popular book often has as high as ten or fifteen
+reserves on it, the Librarian being greeted in the morning with a
+chorus of, "Teacher please save me"--this or that book. So, from
+having no idea of choice, the children finally have such a
+definite idea of what they want, and why they want it, that,
+unless the particular book is forthcoming, they "guess they don't
+want any book to-day." One small girl took out "Little Women,"
+and wanted "Little Men" on the same card. When she understood
+that only one book of fiction could be taken on one card, she
+inveigled her little sister into taking it on her card. Then she
+tucked the books under her arm, remarking, with a sigh of
+satisfaction, "Now, we'll have 'em both in our family." In
+striking contrast to the excitement attending the selection of
+books is the lull that follows. Here and there are interested
+groups looking at the pictures-- delightful foretaste of what is
+to follow in the text--or comparing the merits of the different
+books. Some have already made an absorbed beginning in the story
+which will be finished at home, on the door step, or by the
+evening lamp, when the more active games of the day are over. Nor
+are these absorbing books always fiction. The statistics show
+that stories of travel, lives of great men, and books on natural
+history were fully as popular as the fiction. The fiction per
+cent of last year was reduced from 60 per cent to 52 per cent
+this year.
+
+And so the work for the season has closed, leaving many a young
+reader not only trained but enthusiastic to enjoy regular library
+privileges. The general verdict of the children was that they
+were "Sorry it was over." Four lads from the South Side begged
+that they might get books from the Main Library, and one boy
+presented his card the very day after the playground closed.
+Nearly all the branches have gained new adherents from their
+respective districts.
+
+On the whole we feel well pleased with the season's work,
+although, as is natural, the work done by the two new Branches
+was not so successful as that elsewhere owing to the fact that
+the work was new to the district. When compared with that done in
+the districts where it has been carried on for three years, it
+gives a striking example of the growth and development which has
+taken place since the beginning. As a result of the work, at the
+West End Branch alone, fifty-two children from the Riverside
+playground have taken out library cards. The children are better
+trained in library usages, and more intelligent as to what they
+want, often counting from one year to the next upon getting a
+certain book. Out of this enthusiasm there naturally result the
+Home Library groups and clubs which furnish books during the
+winter. One notable outgrowth of last summer's playground was
+the Duquesne School Club, whereby the children of the Point were
+enabled to get books through the winter. This has since been
+superseded by the introduction of the School-Duplicates, and now
+the children hold elections for their various officers, while the
+wide-awake principal has gotten out a neat little catalogue of
+the books in their collection.
+
+Unemployed and uninterested children are fallow ground for the
+seeds of mischief and crime. The half-day playgrounds do wonders
+toward solving the problem of the vacation child. Do not the
+interesting, wholesome, juvenile books made so accessible to the
+children also play a large part in this good work?
+
+
+ LIBRARY WORK IN SUMMER PLAYGROUNDS
+
+
+At the Pasadena Conference of the A. L. A. in 1911, Miss Gertrude
+Andrus led a discussion on library work in summer playgrounds, in
+which she considered some simple methods of administration.
+Gertrude Elisabeth Andrus was born in Buffalo, N. Y., acted as an
+assistant in the Buffalo Public Library in 1900-1901; was a
+student in the Training School for Children's Librarians in
+Pittsburgh from 1902 to 1904; children's librarian in the
+Carnegie Library of Pittsburgh from 1903 to 1908, and since that
+time has been head of the children's department in the Seattle
+Public Library.
+
+
+The library in a summer playground serves a double purpose; it
+supplies books in a district not otherwise reached by the library
+and it acts as a lure to the use of the main library. If the
+books are attractive, the children will follow them to the main
+library and thus become permanent borrowers. So it is plain that
+the books we place in our summer playgrounds must be of the most
+popular type. Easy books, picture books, fairy tales, stories,
+histories, books of travel, and books on games and manual arts
+are the ones most in demand. A knowledge of the district in which
+the playground is located is also necessary. If the children have
+a school library and are accustomed to reading, the books sent to
+the playground will differ from the kind sent to one in a foreign
+district where little reading has been done.
+
+As the library room is invariably used for other work on other
+days, the books must be locked up. A satisfactory solution of
+this is a built-in bookcase with adjustable doors which may
+easily be lifted from their sockets and set aside when access to
+the books is desired, and may be replaced and padlocked when the
+day's work is done. The arrangement of the room and the charging
+desk should always be made so that the exit can be very carefully
+supervised.
+
+In order to conserve our time so that we may have leisure to give
+attention to individual children, we must arrange to have the
+mechanical part of the work as systematic as possible. Playground
+library work is a life of stress and strain. Everything comes in
+rushes. There is always a mad dash for the door as soon as the
+library is opened, for each child is sure that unless he is the
+first he will miss the good book that he is convinced is there.
+This rush of course makes it difficult to discharge the books,
+slip them, shelve them, and at the same time charge the ones the
+children have selected, to say nothing of helping the children in
+their choice. We have therefore found it best to collect the
+books beforehand, discharge them and distribute the cards among
+the children before opening the library doors. When the Newark
+system is used, however, and a child has drawn two books, this
+may result in considerable confusion, for the books may be
+separated and one may not be sure that both charges on the card
+should be cancelled. When our first playground library in Seattle
+opened, we used the Browne system of charging and this proved so
+satisfactory that we have continued to use it in the others.
+According to this method, each borrower receives two cards. When
+a book is borrowed, the book slip is drawn and put with one of
+the borrower's cards in a small envelope. It is readily seen how
+easy it is to avoid complications when the books are gathered
+before the opening of the library, for the slip of each one is
+with the borrower's card, and if the borrower returns no book, no
+card is given him. After the books are discharged and shelved and
+the cards distributed, the children are admitted. In this way
+much of the confusion incident to opening is eliminated and more
+time is secured to help the children make their choice.
+
+In order that the care of the books may not interfere with the
+children's play, we have devised a checking system by means of
+which the children may leave their books in charge of the
+librarian until they are ready to go home. This not only allows
+the children freedom in play but obviates the possibility of loss
+of books through their being left on benches and swings. The
+playground is a place of freedom and fun and good fellowship, and
+the library's rules should be made as inconspicuous as possible.
+
+The librarian should be not only willing, but anxious to enter
+into the life of the playground as far as her duties permit. One
+way in which she will be able to make herself popular not only
+with the children but with the instructors is by means of story
+telling. Joseph Lee says that story telling is the only passive
+occupation permissible on a playground and the librarian thus
+finds her work ready to her hand. She is able to advertise her
+books, make friends with the children is a most effective way,
+and at the same time relieve the playground instructor of a duty
+which is sometimes found irksome.
+
+She must remember that she is an integral part of that
+playground, not a weekly visitor, and she must throw herself into
+the interests and activities of the children with all the
+enthusiasm at her command.
+
+
+ THE SELECTION OF BOOKS FOR SUNDAY SCHOOL LIBRARIES AND THEIR
+INTRODUCTION TO CHILDREN
+
+
+In the following article taken from the Library Journal of
+October, 1882, Mr. S. S. Green says that his "principal object is
+to show how books are selected and how children are interested in
+books in the Sunday-school in which I am a teacher." It is
+interesting to know that in a recent letter written to the editor
+in regard to the use of this article Mr. Green says: "As I read
+it over, it seems to me that the advice given in it is still much
+needed." Samuel Swett Green was born in Worcester in 1837, and
+was graduated from Harvard in 1858. In 1890 he was appointed by
+the Governor of Massachusetts an original member of the Free
+Public Library Commission. He was one of the founders of the A.
+L. A., and also a life member, and was chosen its president in
+1891. From 1867 to 1871 he was a trustee of the Worcester Public
+Library, and he was librarian from 1871 to 1909, when he was made
+librarian emeritus. Mr. Green has published several books on
+library subjects.
+
+
+It is gratifying to notice that the movement started several
+years ago by certain ladies connected with the religious body
+known as Unitarian Congregationalists, who organized themselves
+under the name of the Ladies' Commission for the purpose of
+reading children's books and preparing lists of them suitable for
+Sunday-school libraries, has led within two or three years to the
+formation of a similar organization in the Protestent Episcopal
+Church, and more recently to that of one among Orthodox
+Congregationalists.
+
+Individual clergymen and others have also lately shown a great
+interest in the work of selecting and disseminating good lists of
+books suitable for Sunday-school libraries.
+
+It is unnecessary to say that it was high time that this work was
+entered upon earnestly. The officers of the more intelligently
+administered public libraries had come to reject, almost without
+examination, books prepared especially for the use of
+Sunday-schools, and without consideration to refuse works
+admission to their shelves issued by certain publishers whose
+business it was to provide for the wants of Sunday-school
+libraries.
+
+It had become obvious, among other facts, that the same
+objections that were made to providing sensational stories for
+boys and girls in public libraries, lay equally against the
+provision of books usually placed in Sunday-school libraries.
+
+The one class of books was generally moral in tone, but trashy in
+its representations of real life; the other, religious in tone,
+but equally trashy in its presentations of pictures of what
+purported to be the life of boys and girls.
+
+Both classes of books were good in their intention, both
+similarly unwholesome.
+
+Gratifying, however, as are the results of this movement, there
+is something more that needs to be done. Libraries must be
+purified from objectionable literature; new books must be
+properly selected; but after this kind of work has been done, a
+very important work remains to be attended to, namely, that of
+helping children to find out the books in the library that will
+interest them and pleasantly instruct them. Every child should be
+aided to get books suited to its age, its immediate interests,
+and its needs.
+
+The Library Journal, in its number for June gave the title of a
+catalogue of the books in the Sunday-school library of the
+Unitarian church in Winchester, Massachusetts. In this catalogue
+short notes are added to the titles of some of the books to show,
+when the titles do not give information enough, what subjects are
+really treated of in the books annotated.
+
+Something beside this is desirable, however. Children need much
+personal aid in selecting books.
+
+I have been conservant of the work of a minister who, about a
+year since, after examining carefully all the books in the
+Sunday-school library of his church, and after taking out such
+volumes as he considered particularly objectionable and adding
+others which he knew to be good, set himself the task of talking
+with the children of his school about their reading. The school
+has a superintendent, but he, as minister, also takes an interest
+in it and has spent the time he has given to it, recently, in
+talking with the children, one at a time, about books, finding
+out from them their tastes and what they had been reading, and
+recommending to them wholesome books to read and interesting
+lines of investigation to pursue.
+
+My principal object in writing this article is to show how books
+are selected and how children are interested in books in the
+Sunday-school in which I am a teacher. It seems to me that its
+methods are wise and worthy of being followed elsewhere. The
+Sunday-school referred to is that connected with the Second
+Congregational (1st Unitarian) Church in Worcester,
+Massachusetts.
+
+Thirteen or fourteen years ago the library of this Sunday- school
+was carefully examined and weeded. Every book was read by
+competent persons, and the poorest books were put out of the
+library. This weeding process has gone on year by year; as new
+books have been added others not representing a high standard of
+merit have been removed from the shelves. Great care has been
+taken to examine conscientiously new books before putting them
+into the library. The result is that the Sunday- school now has
+an excellent library. It has found the catalogue of the Ladies'
+Commission of great aid in making selections, but has not found
+all the books recommended in it adapted to its purposes. A
+competent committee has always read the books recommended by the
+Commission, so as to make sure that such volumes only were
+selected as would meet the actual needs of the Sunday-school we
+have to provide for.
+
+Books are now bought as published. A contribution of about a
+hundred dollars is taken up annually. This money is put into the
+hands of the Treasurer of the Library Committee, and the
+sub-committee on purchases get from a book-store such books as it
+seems probable will answer our purposes, read them carefully, and
+buy such as prove desirable. The sub-committee consists of two
+highly cultivated young ladies. When they have selected two or
+three books they make notes of their contents. The books are then
+placed on a table in the minister's room, and the superintendent
+of the school calls attention to them--reading to scholars a
+short description of each book prepared by the sub-committee, and
+inviting the scholars to examine the books after the close of the
+current session of the school or before the opening of the school
+the following Sunday. After these two opportunities have been
+given to the children to look at the books and handle them, they
+are put into the library and are ready to be taken out.
+
+This sub-committee has taken another important step within a year
+or two. The members have read over again all the books in the
+library and made notes descriptive of their contents, and the
+school has elected one of the ladies as consulting librarian. She
+sits at a little table in the school-room during the sessions of
+the school, and with her notes before her receives every teacher
+or scholar who wishes to consult about the selection of a book,
+and gives whatever assistance is asked for in picking out
+interesting and suitable books.
+
+She is kept very busy and is doing a work of great value.
+
+It is gratifying to me to find that this work of bringing the
+librarian into personal contact with readers and of establishing
+pleasant personal relations between them, which has been so
+fruitful in good results in the public library under my charge in
+Worcester, has been extended to Sunday-school work with so much
+success.
+
+
+ THE CHILDREN'S MUSEUM IN BROOKLYN
+
+
+The interesting and unusual work of the library of the Children's
+Museum of the Brooklyn Institute is described by its librarian,
+Miriam S. Draper, in an article published in the Library Journal
+for April, 1910. Miss Draper says: "Contrary to the general
+impression [the library] is not composed entirely of children's
+books, but of a careful selection of the best recent books upon
+natural history in the broadest use of the term."
+
+Miriam S. Draper was born in Roxbury, Mass., and taught for a
+brief period in the public schools there. She studied in Mr.
+Fletcher's school at Amherst in the summer of 1893, and was
+graduated from the Pratt Institute Library School in 1895. In the
+next five years she filled the following temporary positions:
+Cataloguer, Public Library, Ilion, N. Y.; Organizer, first branch
+of the Queens Borough Library at Long Island City; Librarian of a
+branch of the Pratt Institute Free Library until its
+discontinuance; Cataloguer, Antioch College Library, Yellow
+Springs, Ohio; one of the Classifiers in the University of
+Pennsylvania Library during its reorganization. When the
+Children's Museum was opened in 1900, she became its librarian,
+the position she now holds.
+
+
+The Children's Museum may be considered unique, because so far as
+we know, there is no other museum in this country or elsewhere
+that is devoted primarily to children and young people; in which
+a whole building is set apart for the purpose of interesting them
+in the beautiful in Nature, in the history of their country, in
+the customs and costumes of other nations, and the elementary
+principles of astronomy and physics, by means of carefully
+mounted specimens, attractive models, naturally colored charts,
+excellent apparatus, and finely illustrated books. Many of the
+children come to the museum so often that they feel that it is
+their very own, and take great pride as well as pleasure in
+introducing their parents and relatives, so that they may enjoy
+the museum and library with them. It may be called a new
+departure in work with children, for although it was started ten
+years ago, it was for some time in the nature of an experiment,
+but has now fully exemplified its reasons for existence.
+
+The Children's Museum is pleasantly located in a beautiful little
+park, which adds greatly to its attractiveness and educational
+value. While situated in a residential portion of the city, amid
+the homes of well-to-do people, it is quite accessible by car
+lines to other parts of the city. In fact, classes of children
+accompanied by their teachers frequently come from remote
+sections of Brooklyn, and from the East Side of New York. We are
+within walking distance of thickly populated sections, such as
+Brownsville, and large numbers of Jewish and Italian children
+avail themselves of the privileges offered. It is hoped that in
+time each section of the city may have its own little Children's
+Museum, as a center of interest and incentive to broader
+knowledge.
+
+We are well aware that excellent work has been done for children
+during the past ten years in many other museums, and perhaps the
+first beginning in this direction was made by the Children's Room
+in the Smithsonian Institution in Washington. The American Museum
+of Natural History in New York City provides an instructor to
+explain some of its beautiful and interesting exhibits to
+children, and a similar work has been done in the Milwaukee
+Museum. Children have been made especially welcome in other
+museums, such as those at Charleston, S. C., St. Johnsbury, Vt.,
+and the Stepney Borough Museum in London. All librarians are so
+familiar with the excellent work done in the Children's
+Departments of public libraries, which have developed so rapidly
+in almost every town and city throughout the country during the
+past decade, that it is not necessary to refer at length to them.
+Suffice it to say, that the work of the Children's Museum and its
+library are quite different in plan and scope from any of the
+museums and libraries to which reference has been made.
+
+Before describing in detail the work of this unique little
+museum, it may be of interest to know something of the early
+history of an institution which had its origin in connection with
+the first free library in Brooklyn.
+
+As long ago as August, 1823, a company of gentlemen met together
+to discuss the question of establishing a library for apprentices
+in the "Village of Brooklyn." Shortly after, the "Apprentices'
+Library Association" was organized "for the exclusive benefit of
+the apprentices of the village forever." The library was first
+opened in a small building on Fulton street, on Nov. 15, 1823, On
+the Fourth of July, 1825, the corner-stone of a new library
+building was laid, on which occasion General Lafayette took part
+in the formal exercises.
+
+It is interesting to note that a year or two later, courses of
+lectures in "natural philosophy" and chemistry were given for the
+benefit of members; and the early records tell us that in
+illustrating a lecture on electricity the instructor, "Mr.
+Steele, showed a metallic conductor used by Dr. Franklin in
+making experiments." Later, lectures on astronomy were given for
+the benefit of readers, and drawing classes established for a
+similar purpose.
+
+A few years later the Library Association sold its building and
+removed to Washington street, where it remained for a long period
+of years. In 1843, the Association was reorganized under the name
+of the Brooklyn Institute, and privileges were extended to
+"minors of both sexes," the library being called at that time the
+"Youth's Free Library." At the same time the custom was
+established of awarding premiums to readers on Washington's
+Birthday. Silver medals and prizes of books were given for the
+best essays upon geography, natural history, hydraulics,
+architecture, and history, as well as the best pieces of
+workmanship and most accurate mechanical drawings presented by
+readers.
+
+It seems a notable fact that courses of lectures, which have had
+a prominent part in the work of the Children's Museum, were also
+an important factor in the earlier educational work connected
+with the library; and also that a "Library fund," established
+sixty or more years ago, still provides all books and periodicals
+for the Children's Museum Library, with the addition of a small
+annual gift from the state of New York, the cost of maintenance
+being assumed by the city of New York.
+
+The establishment of the Children's Museum came about in this
+wise. After a serious fire in the Washington street building, and
+the subsequent sale of its site, the Brooklyn Institute of Arts
+and Sciences secured an indefinite lease of a fine old mansion
+located in Bedford Park, which had been recently acquired by the
+city. The collections of birds, minerals, and other natural
+history objects were placed on exhibition for a few years in this
+old mansion, and the library, which now numbered several thousand
+volumes, was stored in the same building. On the completion of
+the first section of the new Museum of the Brooklyn Institute of
+Arts and Sciences, in 1897, the major part of the natural history
+collections were installed in the new museum.
+
+At length the idea occurred to one of the curators that the old
+building could be utilized to advantage by establishing a museum
+which should be especially devoted to the education and enjoyment
+of young people. The first beginnings were made by the purchase
+of natural history charts, botanical and zoological models, and
+several series of vivid German lithographs, representing
+historical events ranging from the Battle of Marathon to the
+Franco-German War. Some collections of shells, minerals, birds
+and insects were added, and the small inception. of the
+Children's Museum was opened to the public Dec. 16, 1899, in a
+few rooms which had been fitted up for the purpose. A large part
+of the Brooklyn Institute Library, which had been stored in the
+building, and which was no longer useful here, was sent to other
+libraries in the South, leaving such books as were suitable to
+form the nucleus of the Children's Museum Library as well as the
+Library of the Central Museum.
+
+With such modest beginnings the Children's Museum has developed
+within ten years, until the present building has become entirely
+inadequate for present needs. The collections now fill eleven
+exhibition rooms and adjacent halls; the lecture room is
+frequently overcrowded, the lecture being sometimes repeated
+again and again; and the space set apart for the library has long
+been taxed to its utmost. There are no reserve shelves for books,
+and when new books are added the least-used books are necessarily
+taken out and placed in temporary storage in a dark office on
+another floor. In busy times after school hours and on holidays,
+the reading room is frequently filled to overflowing, many of the
+children being obliged to stand, or perhaps turn away for lack of
+even standing room.
+
+The number of visitors is steadily increasing, and numbered
+14,637 in the month of February, 1910; just about one-third of
+this number, or 4,925, made use of the library during the month.
+A new building is therefore urgently needed, and it is ardently
+hoped that a new fireproof building which is adequate for the
+purpose may soon be provided, to relieve the great stress now so
+apparent in many parts of the building, as well as to preserve
+its interesting collections and valuable library.
+
+It seems evident that an institution which stands primarily for
+earnest endeavor to awaken an interest in Nature, is really
+necessary, especially in cities where many children live so
+closely crowded together that they hardly know what wild flowers
+are, and whose familiarity with birds is confined principally to
+the English sparrow.
+
+Moreover, the nature study of the public school course, though
+good as far as it goes, is too often perfunctory, either from
+lack of interest or enthusiasm on the part of teachers, it being
+an added subject to an already crowded curriculum. Another
+seeming drawback is that the nature work is attempted during the
+first few years only, and then is dropped entirely for the
+remainder of the elementary course. A comparatively small number
+of children continue their studies in high schools; and even so,
+the study of botany and zoology is made so largely systematic and
+structural that any desire of becoming acquainted with the birds
+and flowers and trees is frequently eliminated.
+
+Although entirely independent of the Board of Education it is
+along just such lines that the Children's Museum is able to make
+a place for itself in supplementing the work of the school. Its
+aims have been defined by the curator to be as follows:
+
+     1. To employ objects attractive and interesting to children,
+         and at the same time helpful to teachers, in every
+    branch of nature study.      2. To secure an arrangement at
+once pleasing to the eye           and expressive of a
+fundamental truth.      3. To avoid confusion from the use of too
+many specimens           and the consequent crowding in cases.
+  4. To label with brief descriptions expressed in simple
+language           and printed in clear, readable type.
+
+In addition to the common species of birds, insects, and animals,
+there are many groups that have special attraction for children.
+For instance, among the "Birds we read about" are the flamingo,
+cassowary, condor, and quetzal; the eagle owl is contrasted with
+the pygmy owl, and the peacock, lyre bird, albatross, swan, and
+pelican are displayed.
+
+In the Insect room the child's attention is naturally drawn to
+the brilliantly-colored butterflies and moths, the curious
+beetles from tropical countries, and the "Strange insects,
+centipedes and scorpions." There is an extremely interesting
+silk-worm exhibit, and the children who visited the museum two or
+three summers ago had the pleasure of watching some of the
+identical silkworms while spinning their cocoons. Young
+collectors are shown exactly "How to collect and preserve
+insects" by examining the object lesson which was especially
+designed for their help.
+
+Among the realistic "Animal homes" which appeal especially to the
+child's mind are the hen and chickens, the downy eider ducks, the
+family of red foxes, and the home of the muskrat. "Color in
+nature" is effectively illustrated by grouping together certain
+tropical fishes, minerals, shells, insects, and birds in such a
+manner as to bring out vivid red, yellow, blue, and green colors.
+Here and elsewhere in the museum are placed appropriate
+quotations from poets and prose writers.
+
+In almost every room there are attractive little aquaria or
+vivaria containing living animals and plants. There is always a
+pleasure in watching the gold fish, or the salamanders,
+chameleons, mud-puppies, alligators, horned toads, tree toads,
+and snails. For three or four years an observation hive of bees
+has been fixed in a window overlooking the park, and children
+have watched the work of the "busy bees" with great delight.
+
+The uses of minerals and rocks are shown by means of pictures of
+quarries, and of buildings and monuments, and lead pencils are
+seen in the various stages of manufacture. A small collection of
+"Gems" was recently donated, and the legends connected with the
+various birthstones are given in rhyme.
+
+A black background has been used with pleasing effect to exhibit
+the various forms of shells. The process of making pearl buttons
+and numerous articles made of mother-of-pearl add largely to the
+charms of the Shell room.
+
+Perhaps the most attractive room to the younger children is the
+History room, in which the beginnings of American history are
+typified not only by charts and historic implements, but by very
+real "doll houses." A member of the staff devised and cleverly
+executed the idea of representing the early settlers by six
+colonial types, viz., the Spanish, French, Cavalier, Dutch, New
+England and Quaker types. Some of the special scenes illustrated
+are labelled "Priest and soldier plan a new mission," "Indians
+selling furs to Dutch trader at Fort Orange" and "The minister
+calls on the family."
+
+The study of geography is aided by means of small models of
+miniature homes of primitive peoples; as for instance, an Eskimo
+village with its snow igloos, the tents of the Labrador Eskimos,
+the permanent home of the Northwestern Eskimos, and the houses
+and "totem poles" of the Haida Indians. Some of the more
+civilized nations are typified by a "Lumber camp in a temperate
+zone," and by a series of "Dolls dressed in national costumes."
+
+The library of the Children's Museum now numbers about six
+thousand volumes, and, contrary to the general impression, is not
+composed entirely of children's books, but of a careful selection
+of the best recent books upon natural history in the broadest use
+of the terms. The range is from the simplest readers to technical
+manuals.
+
+The library is thus unique in its way, supplementing the work of
+the museum in various ways, such as the following:
+
+1. Providing books of information for the museum staff in
+describing the collections, and preparing lectures for children.
+
+2. Furnishing information to visitors about specimens models or
+pictures in the museum, and giving opportunity to study the
+collections with the direct aid of books.
+
+3. Offering carefully chosen books on almost all the subjects of
+school work, thus forming a valuable "School reference library,"
+at the same time showing parents and teachers the most helpful
+and attractive nature books to aid them in selecting such as best
+suit the needs and tastes of children or students.
+
+Although it is not a circulating library (for many of the books
+need to be on call for immediate use), there are, of course, many
+interesting stories of heroes, scientists, explorers, statesmen,
+and other great leaders among men, of great events in history, of
+child life in different countries, of birds and animals, and the
+great "world of outdoors." A constant effort is made to foster a
+reading habit in the children, even though the time for reading
+is very limited. Last summer some simple bookmarks were printed,
+by the use of which many children have been encouraged to read
+books continuously. The reverse side of some of the bookmarks
+show that individual children have read eight or ten books
+through recently.
+
+In place of the "Story hour" which is so popular in children's
+libraries, the Children's Museum provides daily half-hour talks,
+illustrated by lantern slides, which are given in the lecture
+room. The subjects are selected with relation to the school
+program, and include a variety of nature topics, the geography of
+different countries, history and astronomy. Twice a week a
+lecture is given on elementary science, and is illustrated by
+experiments.
+
+On some of the holidays such as Washington's and Lincoln's
+birthdays the lecture is naturally devoted to the national hero,
+whose birthday is thus commemorated. This year there were so many
+children who wanted to learn about Washington that the lecture
+was given nine times during the day. On Lincoln's birthday there
+were several repetitions of the lecture, and the library was
+thronged with readers all day, at least one hundred children
+reading stories about him. The children looked with interest at
+the picture bulletins, comparing the pictures with those they had
+seen in the lecture. Hundreds of patriotic poems were copied
+during the month, the number being limited only by lack of space
+and writing materials.
+
+During the March vacation there were so many visitors that
+special lectures were given each day upon some subject pertaining
+to nature. It is proposed this season to give additional special
+lectures appropriate for "Arbor day" and "Bird day," and probably
+one with relation to the "Protection of animals."
+
+Lectures are occasionally given for the benefit of Mothers'
+Clubs, and members of the clubs accompanied by their children are
+shown the objects of interest in the museum. The library is also
+visited, and picture bulletins and books are enjoyed by mothers
+and children together. Last winter several Nature books were
+loaned for a special exhibit of Christmas books, which was
+arranged for a regular meeting of the Mothers' Club at a
+neighboring school.
+
+A part of the museum equipment of especial benefit to boys in
+high schools is the wireless telegraph station, which was set up
+and is kept in working order by boys. It furnishes a good field
+for experimenting in sending and receiving wireless messages, and
+a good many boys have become so proficient that they have been
+able to accept positions as wireless operators on steamers during
+summer vacations.
+
+The museum has considerable loan material, consisting of stuffed
+birds, boxes containing the life histories of common butterflies
+and moths, also minerals, charts, etc., which are loaned to
+public and private schools whenever desired.
+
+The question is frequently asked "What influence does the museum
+exert on the minds of growing children?" "Does it really increase
+their powers of observation and broaden their horizon?" The
+relation between the members of the staff and many children
+becomes quite intimate, and although all attendance is entirely
+voluntary, it is often continued with brief interruptions for
+several years.
+
+The experience of one young man may be cited to demonstrate how
+the advantages offered by the museum are put to definite use,
+while friendly relations continue for a period of years. When
+quite a small boy, a frequent visitor became interested in
+collecting butterflies and moths, learning how to mount them
+carefully, and using our books to help identify his finds. As he
+grew older, he commenced experimenting in a small way in wireless
+telegraphy, inviting the members of the staff, separately, to go
+to the basement and listen to the clicking of his little
+instrument, which was the beginning of successful work in that
+direction. Throughout his high school course he continued to
+experiment along wireless lines, doing very creditable work. Upon
+his graduation, he received an appointment as wireless operator
+on a steamer. In this capacity he has visited several of the
+Southern states, Porto Rico, Venezuela, and portions of Europe.
+He has improved his opportunities for collecting while on his
+various trips, as a creditable little exhibit, called the "Austen
+M. Curtis Collection of Butterflies and Moths" in the Children's
+Museum, will testify.
+
+Some definite advantages gained in another field are worthy of
+mention. Last summer one of the high school boys commenced during
+the vacation to read all he could about astronomy; as the summer
+advanced, another boy became interested in the subject also,
+especially in the study of the constellations. Diagrams and star
+maps were carefully made and the names of all the important stars
+noted. In the fall a little club of eight or ten boys was formed.
+The members meet almost every pleasant evening at the home of the
+founder of the club and make use of two telescopes which have
+been secured to the roof. (Incidentally, may we add, that one of
+the boys with considerable pride recently showed the books on
+astronomy in the library to his aunt who was visiting from
+another city.) No astronomy is at present included in the public
+school course, with the exception of a little elementary study in
+the grammar school, so that an opportunity is here provided to
+supplement school work.
+
+Children frequently make long visits, sometimes spending the
+greater part of a day, and bringing their luncheon with them to
+eat in the park. Sometimes whole families come together, father
+or mother, or both, accompanying the children. Frequently the
+little "mother" of the family who is having temporary care of
+four or five little ones, is not much larger than her little
+charges, and yet is anxious to read some of the books. Under such
+conditions, when the little folks become too restless to remain
+longer in the library or museum, the privilege of reading in the
+park is occasionally permitted, the book being returned to the
+library before leaving for their homes.
+
+The publication of a monthly paper was started in 1902 as a means
+of communication with the general public and especially with
+schools. In April, 1905, the Children's Museum united with the
+larger Museum of the Brooklyn Institute of Arts and Sciences, in
+publishing the Museum News. This journal is sent not only to
+every public and private school in Brooklyn, but to every museum
+in this country and abroad; to every library in Brooklyn, and to
+libraries generally throughout the country.
+
+An excellent "Guide to the trees in Bedford Park" has been
+printed in a separate leaflet, being at first a contribution to
+the Museum News. It may be noted here that a series of lectures
+upon Trees will be given at the Children's museum commencing
+April 11th by Mr. J. J. Levison, arboriculturist, the author of
+the "Guide"; and that a fine collection of the best tree books
+may always be consulted in the library.
+
+In connection with the "Hudson-Fulton Celebration" in the fall of
+1909, a handsome "Catalogue of the historical collection and
+objects of related interest at the Children's Museum" was
+prepared by Miss Agnes E. Bowen. It furnishes a concise outline
+of American history, is printed in attractive form, and
+illustrated by photographs of the historical groups already
+mentioned. Special picture bulletins were also exhibited in both
+museum and library, and objects having relation to Hudson and
+Fulton and their times were indicated by a neat little flag. It
+is perhaps needless to add that many teachers and children found
+great assistance by consulting the "Hudson-Fulton Bookshelf," and
+that the museum exhibit was very attractive to the general
+public.
+
+The library has prepared various short lists from time to time
+whenever needed, but has thus far printed only one. This was
+prepared at the request of the Supervisor of Nature Study in the
+Vacation Schools of Greater New York, and is a short annotated
+list entitled "Some books upon nature study in the Children's
+Museum Library." The list will be sent free to any librarian or
+teacher upon application.
+
+The Children's Museum is open daily throughout the year, the
+hours on weekdays being from 9 a.m. to 5:30 p.m., and from 2 to
+5:30 p.m. on Sundays. The library is open on the same hours as
+the museum with few exceptions, such as Thanksgiving Day,
+Christmas, and the Fourth of July, and Sunday afternoons during
+the summer, from June 15th to September 15th.
+
+To sum up, the Children's Museum constantly suggests the added
+pleasure given to each child's life by cultivating his powers of
+observation, and stimulating his love of the beautiful in nature
+by means of attractive exhibits, half-hour talks, and familiar
+chats with groups of children. The library calls attention of
+individual children and classes to the flowers, birds and trees
+through its picture bulletins and numerous books; and children
+are urged to visit the Aquarium, the Zoological Gardens at Bronx
+Park, and see the natural beauties of Forest Park, whenever
+opportunity offers.
+
+
+ WORK WITH CHILDREN AT THE COLORED BRANCH OF THE LOUISVILLE FREE
+PUBLIC LIBRARY
+
+
+Many of the generally accepted methods of children's libraries
+have been adapted to work with colored children, whose particular
+interests are described in the following article by Mrs. Rachel
+D. Harris, contributed to the Library Journal for April, 1910.
+
+Mrs. Rachel D. Harris was born in Louisville, Kentucky, in 1869,
+and was graduated from the Colored High School in 1885. She
+taught in the public schools for fifteen years, and was appointed
+assistant in the Colored Branch of the Louisville Free Public
+Library when it was opened in 1905. At the time this article was
+written she was in charge of the library work with colored
+children.
+
+
+About five years ago, when it was proposed to establish a branch
+for colored people, it was regarded apprehensively by both sides.
+We knew our people not to be a reading people, and while we were
+hopeful that the plan would be a success, we wondered whether or
+not the money and energy expended in projecting such an
+enterprise might not be put to some other purpose, whereby a good
+result could be more positively assured.
+
+The branch, however, was opened in the early part of the autumn
+of 1905, in temporary quarters--three rooms of the lower floor of
+the residence of one of our own people. We began with 1,400
+books, to which have been added regularly, until now we have
+7,533 volumes on the shelves of our new building, which we have
+occupied since October, 1908.
+
+The problem at first which confronted us was: How to get our
+people to read and at the same time to read only the best. We
+used in a modest way the plans of work already followed by
+successful libraries--the story-hour, boys' and girls' clubs,
+bulletins, visits to the schools, and public addresses.
+
+A group of boys from 9 to 14 years of age, who visited our rooms
+frequently, was organized into the Boys' Reading Club. Their
+number increased to 27 earnest, faithful little fellows, who were
+rather regular in attendance. They met Friday afternoon of each
+week, elected their own officers, appointed their own committee
+on preparation of a course of reading for the term, the
+children's librarian always being a member of each committee
+appointed. There were only a few boys in this number who had
+read any book "all the way through," except their school books.
+
+The first rule made for the club was, that at roll-call each boy
+should respond by giving the title, author and a short synopsis
+of the book read the preceding week. This proved to be the most
+interesting part of the meeting, and was placed first on the
+program to insure prompt attendance. Often the entire period was
+taken up with the roll-call, the boys often calling for the
+entire story of a book, the synopsis of which appealed to them.
+This method was thought to be a good way to get the boys
+interested in the books on our shelves.
+
+Our first course in reading was Lamb's "Tales from Shakespeare."
+Much profit was derived from the discussion brought about by
+assigning each character to a different boy and having him give
+his opinion of the same. We modified the program to include
+several debates during the term, using the "Debater's Treasury"
+for topics. The following year we read the plays "Merchant of
+Venice," "Macbeth," "Midsummer night's dream."
+
+A large per cent of this first club are still patrons of the
+library. Six of the original number are now in college, and most
+of those remaining are connected with the Boys' Debating Club.
+
+Shortly after the organization of the Boys' Club the girls of the
+sixth, seventh and eighth grades insisted upon having a club, and
+a Girls' History Club was organized with about 30 girls.
+
+At the urgent request of some pupils of the freshman and
+sophomore classes of the High School a club was formed for them,
+and also one for the members of the junior and senior classes for
+the study of mythology. Very few of the members of any of these
+clubs had read much beyond their class books and the same general
+plan was followed in each, with the result that the library has
+been successful in creating a love for the reading of books that
+are worth while.
+
+The story-hour has outgrown itself and our limited supply of
+assistants. We started with a very small group of little folks,
+and now we tell stories to between 150 and 180 children each week
+in our building. The story-hour begins at 3 p.m., and children
+who are dismissed at 1:30 p.m., come directly from school and
+wait patiently till the children's librarian returns from her
+station work at 3 p.m. The majority of our children have never
+had stories told to them, their parents being compelled to work
+out from home all day, and during the evening they have not the
+time, though they may have the stories to tell, and the little
+ones have been deprived of every child's birthright--a generous
+supply of good stories. Boys and girls from the High School have
+begged for permission to come to the story-hour, and have come
+from long distances to hear the stories and enjoy them as much
+as the younger ones do.
+
+Last year when we decided to tell stories from English history to
+this mixed group of little folks we felt that probably the
+stories would not be received with the same interest as were the
+stories of the previous year. Strange to say, these stories
+appealed keenly to the children, and our number increased weekly
+and interest did not wane. Many copies of English histories were
+placed on our shelves, and these were eagerly read. Even now it
+is difficult to find an English history in our children's room.
+
+A remarkable feature of the work at our branch is the small
+amount of fiction read, only 45 per cent. We had a decided
+advantage here, because our children had never learned to read
+fiction. Having read but very little, their power of
+concentration was small, and the book that contained a story that
+"went all the way through" did not appeal to them. Their great
+regard for "teacher's" opinion helped us at the library to please
+them by giving them non-fiction. For instance, when the boys
+came, as most boys do, with a request for a story about Indians,
+we gave them Grinnell's "Story of the Indian," or Wade's "Ten Big
+Indians," the binding and high sounding title of which would
+attract them, and they would find their way to the shelf where
+the Indian books were and would read nearly all we had there.
+They were then prepared to thoroughly enjoy our Indian stories in
+fiction.
+
+Ours is an emotional race, and as religion appeals much to this
+element in our nature, our parents have always been church-
+goers, and the reverence for sacred things which our children
+manifest is inherent. Therefore it is no cause for wonder that
+the stories of the Old and New Testament find children anxious to
+read them.
+
+Our children read more biography than would be supposed. That
+book that will tell them about a boy who, though poor and
+otherwise handicapped, struggled, overcame and became famous,
+appeals to them; therefore "Poor boys' chances" and Bolton's
+"Poor boys who became famous" are called for constantly. There
+are few of our boys and girls who will not gladly take a copy of
+the life of Abraham Lincoln, or Booker T. Washington and read
+them over and over, their parents often having them read the same
+to them also. The self-made element in the lives of these men
+strikes a responsive chord in the hearts of our young people.
+They are easily led from the lives of these to the life of
+Napoleon, Edison, Washington and others.
+
+During the school months the tables of our reference room are
+usually crowded. The pupils of the High School, near by, often
+deluge us, after the closing of school, with anxious requests for
+information on every topic from "the best mode of pastry making
+to Halley's comet."
+
+The Library Board has been generous in granting our request for
+more and more books. Our supply, however, is still far too small
+for the demand made upon it, our circulation having increased
+from 17,838 to 55,088 for the present year. We have two library
+stations and 35 class room collections, all demanding more books.
+
+When we look back now at the time of our beginning we see that
+our fears were unfounded. Our people needed only an opportunity
+and encouragement. The success of the branch has exceeded the
+hope of the most sanguine of those interested in its
+organization, and we feel justly proud of the results attained.
+
+
+ THE FOREIGN CHILD AT A ST. LOUIS BRANCH
+
+
+Present-day conditions in a branch library in a crowded district
+of a large city are pictured in the last paper to be included in
+this compilation, with special emphasis on the necessity of
+understanding the traditions and customs of foreign peoples in
+order to know how to appeal to them. It was read by Miss
+Josephine M. McPike before the meeting of the Missouri Library
+Association at Joplin, Missouri, in October, 1915.
+
+Josephine Mary McPike was born in Alton, Illinois, and studied in
+Shurtleff College, Upper Alton, and in the University of
+Illinois. She became a member of the staff of the St. Louis
+Public Library in 1909. In February, 1917, she resigned from the
+position of First Assistant at the Crunden Branch to become the
+librarian of the Seven Corners Branch of the Minneapolis Public
+Library.
+
+
+Crunden branch is the kind of place, the thought of which makes
+you glad to get up in the morning. It is an institution a state
+of mind. And as we workers there feel, so do the people in the
+neighborhood. We have heard over and over again the almost
+worn-out appellation "The people's university"; Crunden has a
+different place in the thoughts of its users. It is really the
+living-room of our neighborhood--the place where, the dishes
+having been washed and the apron hung up, we naturally retire to
+read and to muse.
+
+True, it is a large family foregathered in this living-room of
+ours, much greater in number than the chairs for them to sit
+upon, but, as in all large families, there is much giving and
+taking. In the children's room, crowded to overflowing, the
+Jewish child sits next to the Irish, and the Italian and the
+Polish child read from the same book. Children of all ages; babes
+from two and a half years to boys of twenty who spend their days
+in the factory, and are still reading "Robinson Crusoe" and the
+"Merry adventures of Robin Hood." There too, sometimes comes the
+mother but lately arrived from the "Old Country," wearing her
+brightly colored native costume. Unable to read or to write, she
+feels more at home here with the children whom she understands,
+and beams proudly to see her little "Izzey" reading "Child life"
+or "Summers' reader."
+
+Some social workers report that their greatest difficulty in
+dealing with the children of the tenement district is absolute
+lack of the play spirit. Our observations have been quite to the
+contrary; in all of the children there is a fresh and healthy
+play- fulness--indeed, we feel at times that it is much too
+healthy. Our constant attendance is needed to satisfy them all,
+insatiable little readers that they are.
+
+But the question of discipline becomes a real problem only in
+dealing with the mass spirit of the gang. There is one more or
+less notorious gang in the neighborhood which is known as the
+"Forty Thieves." To gain admittance into this friendly crowd it
+is necessary for the applicant to prove to the full satisfaction
+of the leaders that he has stolen something. En masse they storm
+into the children's room, in a spirit of bravado. We gradually
+come to realize that at such a time as this the library
+smile--that much used and abused smile--touches some of the boys
+not at all, and the voice of authority and often the arm of
+strength are the only effective methods. We believe that we have
+found a most satisfactory way of meeting this situation. The
+children's librarian induces all of the older boys to come down
+stairs to a separate room and for a half hour tells them tales of
+adventure and chivalry, thus quieting the children's room and
+directing the energy of the boys into more peaceful channels.
+This story in the evening takes the place of the story hour for
+older children during the daytime, which on account of the
+scarcity of boys and girls of suitable age has been discontinued.
+
+The younger children still have their fairy stories told them,
+and there, ever and anon, the frank spirit of the family
+manifests itself. That child who all through one story hour sat
+weaving back and forth muttering to herself, and when pressed for
+an explanation, remarked that she "was counting 'til you're
+done"--is a happy and independent contrast to the usually
+emotional type that embraces and bids its indescribably dirty and
+garlic tainted little brothers--"Kiss teacher for the nice
+story."
+
+The young library assistant comes to Crunden branch graciously to
+teach--she stays humbly to learn. Full of new theories and with a
+desire to uplift--a really sincere desire--she finds in a short
+time much to uplift her own spirit. Since ours is a polygot
+neighborhood consisting mostly of Russians, Jews, Poles, and
+Italians, with a light sprinkling of Irish, it brings us into
+contact with such different temperaments that before we can
+attempt to satisfy them we must needs go to school to them. We
+know to some extent the life of our American child and with a
+little thought we can usually find the way best to appeal to him.
+But the peoples who have come from across the water have brought
+with them their traditions and their customs, and have each their
+own point of view; and it is with these traditions and customs
+that we must become familiar and sympathetic in order to
+understand the little strangers. There is the eager, often
+fearful Jewish child; the slower, stolid Pole; the impulsive
+Italian; each must be approached from a different angle and each
+with a different inducement. At first this task is rather
+appalling, but gradually it becomes so interesting that from
+trying to learn from the child in the library we listen to the
+mother in the home, and often to the father from the factory; and
+from these gleanings of their life in the home and their habits
+of thought we try to understand the nature of the strange child
+and grope about for what he most needs and how to make the
+greatest appeal to him.
+
+In the last two or three years the children's librarian has
+herself gone after each book long overdue, and with each visit
+she has seized the opportunity not only to recover the book, but
+to become acquainted with the mother and to gain her often
+reluctant confidence. Most of the readers live in tenements, many
+of which open into one common yard. The appearance of the library
+assistant usually causes much commotion, and she is received
+often not only by the mother of the negligent child but also the
+mothers of several other children as well--and, the center of a
+friendly group, she holds conversation with them. By this time
+the library assistant is well known in the neighborhood, and
+unlike the collector and the curious social uplifter who are
+often treated with sullenness and defiance, she receives every
+consideration and assistance. Now at Yom Kipper, Rosh Hashana,
+Pasach and other holidays, we are invited to break matzos and eat
+rare native dishes with the families of the children. We find the
+home visit invaluable. The Jewish, the Italian, and even the
+Polish mother gains confidence in us, tells us all the family
+details--and feels finally that we are fit persons to whom she
+may entrust her children.
+
+Probably our most attractive-looking child is the Italian, a
+swarthy-skinned little creature, with softly curved cheeks,
+liquid brown eyes and seraphic expression--that seraphic
+expression which is so convincing and withal so misleading. Child
+of the sun that he is, his greatest ambition in life is to lie
+undisturbed in the heat of the day and so be content. He has
+learned to take nothing seriously, the word "responsibility" has
+no meaning for him. Nor has the word "truth." With his vivid
+imagination he handles it with the lightest manner in the world,
+he adds, he expands, he takes away in the most sincere fashion,
+looking at you all the while with babyish innocence. He is
+bewildering! His large brown eyes are veritable symbols of truth;
+to doubt him fills you with shame. I say he is bewildering; never
+so much so as when, for no apparent reason, he changes his
+tactics, and with the same sweet confidence absolutely reverses
+his former statements. What can we do with him? There seems to be
+no appeal we can make. He swears by the Madonna! He raises his
+eyes to Heaven, and when he finally makes his near- true
+statement, he is filled with such confessional fervor that to
+reward him seems to be the only logical course left. He is
+certainly a child of nature, but of a nature so quixotic that we
+are non-plussed.
+
+To many of our dark-skinned little friends "Home" originally was
+the little island across from the toe of Italy. These are, I
+fear, somewhat scorned by the ones whose homes nestled within the
+confines of the boot itself. We know how many refugees fled to
+that little spot in the water, and that dark indeed have been the
+careers of some of them. Whether the hunted feeling of their
+fathers of generations back still lurks in these young Sicilians,
+I do not know, but certainly their first impulse is one of
+defense. At the simplest question there appears suddenly, even in
+the smallest child, the defiant flash of the dark eyes and the
+sullen setting of the mouth. The question--what does your father
+do?--or, what is your mother's name?--arouses their
+ever-smoldering suspicion, and more than likely their quick
+rejoinder will be--"What's it to you?" When we explain
+impersonally that it is very much to us if they are to read our
+books, and that after all to reveal their mother's name will be
+no very damaging admission, the cloud blows over and there is no
+more trace of the little storm when they indifferently give us
+all the details we wish. So sudden are their changes and moods,
+so violent their little outbursts, that we must needs be on the
+qui vive in our dealings with them. But yet they are so lovable
+that we can never be vexed with them for long.
+
+It cannot be far amiss to put into this paper a picturesque
+Sicilian woman who has grown old in years but is still a child in
+spirit. She loves a fairy story as much as she did sixty years
+ago, and listens with the same breathless credulity. One night
+about twilight as I sat on the front steps with her and several
+little Italian children, listening to her tales of the old home
+country, there came a silence in our little group. Suddenly Angel
+Licavoli asked, "Teacher, what is God like?" With a feeling that
+our friend of riper experience could give us more satisfaction, I
+repeated the question to her. Her sweet old face surrounded by
+the white curls was a study in simple faith as she assured us,
+"Maybe She is like the holy pictures."
+
+When I approach the subject of the Russian Jew, I do it with a
+great humbleness and fear lest I do not do it justice. So much
+have they had to overcome, and such tenacity and perseverance
+have they shown in overcoming it! Straight from the Pales of
+Kief, Ketchinoff, and Odessa they come to settle in the nearest
+to a pale we have to offer. Great has been their poverty; a
+long-standing terror with them, and along with it in many cases,
+persecution, starvation, and social ostracism. Poverty in all
+but spirit and mind. The great leveler to them is education, and
+it is no uncommon thing for the Jewish father to sacrifice
+himself in order to better his son, to take upon himself that
+greatest of sacrifices, daily grind and deprivation. Not only
+this generation, but the one before and the one before that. They
+cannot keep up such a white-hot search for learning without
+sooner or later finding out what is wisdom--real wisdom. Stripped
+of all but bare necessities, they come to possess a sense of
+value that is remarkably true. We come into contact then with the
+offspring of such conditions, simple and direct in manner and
+having a passionate impersonal curiosity. Always asking,
+searching for the real things, eager for that which will render
+them impervious to their sordid surroundings, they have thrown
+aside all superfluous mannerisms and get easily to the heart of
+things. Accustomed to the greatest repression, and exclusion from
+all schools and institutions of the sort, the free access to so
+many books is an endless joy to them. They browse among the
+shelves lovingly, and instinctively read the best we have to
+offer. Tales from the ancient Hebrews, history, travel --these
+are the books they take. But what they read most gladly is
+biography. It is just as difficult to find a life of Lincoln on
+the shelves as it is to find an Altsheler--and of comparisons is
+that not the strongest? Heroes of all sorts attract the Jewish
+child, heroes in battles, statesmen and leaders in adventure,
+conquest, business. If a hero is also a martyr, their delight
+knows no bounds.
+
+We know now that we need be surprised at nothing; extreme cases
+have come at Crunden to be the average, if I may be permitted to
+be paradoxical. We were interested but not surprised when Sophie
+Polopinsk, a little girl but a short time from Russia, wheeled up
+the truck, climbed with great difficulty upon it and promptly
+lost herself in a volume of Tolstoi's "Resurrection," a volume
+almost as large as the small person herself, and formidable with
+its Russian characters. In telling you of Sol Flotkin I may be
+giving you the history of a dozen or so small Russian Jews who
+have come to Crunden. At the age of ten, Sol had read all of
+Gorki, Tolstoi, Turgenev and Dostoievski in the original and then
+devoured Hugo and Dumas in the language of his adoption. The
+library with Sol became an obsession. He was there waiting for
+the doors to open in the morning, and at nine o'clock at night we
+would find him on the adult side, probably behind the radiator,
+lost to us, but almost feverishly alive in his world of
+imagination that some great man had made so real for him. It was
+to Crunden branch that the truant officer came when the school
+authorities reported him absent from his place. It was there,
+too, his father came, imploring, "Could we not refuse Sol
+entrance?" The Door man demanded, did we know that at twelve and
+one o'clock at night he was often compelled to go out and find
+the boy, only to discover him crouched under the street light
+with a copy of "War and peace" lovingly upon his young knees? And
+there are many others like Sol. Is it not inspiring to the
+librarian to work with children who must be coaxed, not to read
+good books, but to desist from reading them?
+
+Among the Jewish people the word "radical" is in high favor --it
+is the open sesame to their sympathy. For the ordinary layman,
+radicalism, for some unexplained reason, is associated with the
+words Socialism, Anarchism, etc. The deep dyed conservative, to
+whom comes the picture of flaunting red at the mention of the
+word, would be surprised to learn in what simple cases it is
+often used. We have, for instance, an organization meeting once a
+week under the head of the "Radical Jewish School." When the
+secretary came to us for the first time we asked him what new
+theory they intended to work out. Their radical departure from
+custom consisted only in teaching to the children a working
+Yiddish in order that the Jewish mother might understand her
+amazingly American child, in order to lessen the tragedy of
+misunderstanding which looms large in a family of this sort. They
+are setting at defiance the old Jewish School which taught its
+children only a Hebrew taken from the Talmud, a more perfect but
+seldom used language. Not so terrifying that.
+
+Children who are forced to forage for themselves from a very
+early age, as most of our youngsters are, develop while yet very
+young a sense of responsibility and a certain initiative seldom
+found in more tenderly nurtured children. It is the normal thing
+in the life of a girl in our neighborhood when she reaches the
+age of eight or nine years to have solely in her charge a younger
+brother or sister. When she jumps rope or plays jacks or tag she
+does it with as much joy as her sister of happier
+circumstances--but with a deftness foreign to the sheltered child
+she tucks away under her arm the baby, which after six weeks
+becomes almost a part of herself. Often we will fearfully exhort
+her to hold the baby's back, etc. Invariably the child will smile
+indulgently at us, as at a likeable but irresponsible person, and
+change the position of the infant not one whit. She is really
+the mother, she feels, with a mother's knowledge of what the baby
+needs; we are only nice library teachers. Their pride in the baby
+and their love for it sometimes even exceeds that of the mother
+who is forced to be so much away from the little ones. From five
+years of age the boys are expected to manage for themselves--to
+fight their own battles, literally--and to look out for
+themselves in general. Naturally they possess a self-reliance
+greater than other children of their age. We come into contact
+with this in the library in the child's more or less independent
+choice of books and his free criticism--often remarkably keen--
+of the contents. Another place where the children show
+initiative is in the formation of clubs, which is a great
+diversion of theirs. Seldom does a week pass without a crowd of
+children coming to us petitioning for the use of one of the club
+rooms. Often these clubs are of short duration, but some of them
+have been in existence for years. Sometimes they are literary,
+sometimes purely social--but more often dramatic. In the dramatic
+club the children, starved for the brighter things of life--can
+pretend to their hearts' content, and their keen imagination can
+make it all vividly realistic for them. They choose their own
+plays, draw the parts, make their costumes and carry out their
+own conception of the different roles. Astonishingly well they do
+it too. Is it any wonder that with their drab unhappy lives in
+mind, fairies and beautiful princesses figure largely? It seems
+to me that a singularly pathetic touch is the fact that yearly
+the "Merry Making Girls Club" spends weeks and weeks of
+preparation for an entertainment given for the benefit of the
+Pure Milk and Ice Fund for the poor babies of St. Louis, they
+themselves being the most liable to become beneficiaries of the
+fund.
+
+A very small thing is sufficient to fire their imagination. The
+most trivial incident will suggest to them the formation of a
+club --a gilt crown, an attractive name, etc. An amusing instance
+has lately come up in this connection. Several boys of about
+thirteen or fourteen asked the use of one of the club rooms for
+the "Three C's." Very reticent they were about the nature of this
+organization. Finally amid rather embarrassed giggles the truth
+came out--a picture show in the neighborhood had distributed
+buttons bearing the picture and name of the popular favorite,
+which buttons were sufficient reason to form the "Charlie Chaplin
+Club."
+
+When we think of many foreigners of different nationality
+together, there comes to most of us from habit the idea first
+suggested by Mr. Zangwill of amalgamation. I think most of us at
+Crunden do not like to feel that our branch and others like it
+are melting pots; at any rate of a heat so fierce that it will
+melt away the national characteristics of each little
+stranger--so fierce that it will level all picturesqueness into
+deadly sameness. Rather, just of a glow so warm that it melts
+almost imperceptibly the racial hate and antagonism.
+
+
+
+
+
+End of Project Gutenberg Etext of Library Work with Children
+
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+Project Gutenberg (https://www.gutenberg.org) public repository for
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